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UNITED STATES OF AMERICA. 



FIRST LESSONS IN LANGUAGE 



GORDON A. SOUTHWORTH 
h 

Master of the Prescott School, Somerville, Massachusetts 

F. B. GODDARD, Ph.D. (Hakv.) 

Authors of " Our Language," and " Elements of Composition and Grammar ' 



31 



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LEACH, SHEWELL, & SANBORN 
BOSTON AND NEW YORK 






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5b t^ 



COPTKIGHT, 1891, 

By G. A. SOUTHWORTH and F. B. GODDARD. 



Typography by J. S. Gushing & Co., Boston. 
Presswork by Berwick & Smith, Boston. 



PREFACE. 



This book provides a course in language to be used within the third, 
fourth, fifth, and sixth year grades, covering either two or three years, 
according to the amount of time allowed for language work, the age of the 
pupils, and their previous training. 

In the preparation of it the design has been — 

(1) To help children to talk and write more freely about the many things 
that they see or know. Suggestive questions have been asked, in order to 
stimulate thought, to develop clear ideas, and to enable the learner to report 
more readily, both orally and in writing, what he has discovered. Provision 
has been made for a great amount of practice in talking and writing. 

(2) To make children more and more observing, — especially in the field 
of natural science, — adding to their knowledge, and leading them to find 
out for themselves. Teaching from the object itself, when practicable, is 
much to be desired. Many illustrations are set before the children for 
descriptive and imaginative writing, and help is given in the form of leading- 
questions. 

(3) To make correct expression habitual, by calling for frequent repetition 
of the right forms, and by constantly suppressing the wrong. 

(4) To secure the use of correct written forms by giving models for 
imitation, and by leading up to simple rules for the use of capitals, punctu- 
ation-marks, and word-forms, with examples and much work for practice. 

(5) To give a little insight into the structure of language by showing how 
words are classified. 

Various methods are introduced w r hich experience has shown to be attrac- 
tive, thoroughly sound, and quickly effective; and it is confidently believed 
that children who do the work of the book under these methods will make 
great gain in talking and writing easily, clearly, and correctly, within the 
range of their knowledge. 

Permission to use copyrighted matter from their publications has been 
kindly given by Messrs. D. Lothrop & Co., and Messrs. Houghton, Mifflin & 
Co., of Boston, and by Messrs. Harper & Brothers of New York. 

May 1, 1891. 



TO TEACHERS. 



These lessons are not of uniform length ; they are graded, and those of 
a kind are arranged accordingly; but, in general, they are not dependent 
consecutively one upon another. The order of them, therefore, may often 
be changed at discretion ; some may be omitted, some divided ; others may 
be amplified and dwelt upon. 

Good talkers easily become good writers ; and talking lessons should pre- 
cede and out-number written lessons. Indeed, every school exercise should 
contribute its part towards the child's training in language. 

A right use of the suggestive questions will lead to habits of thought and 
investigation, along given lines. Other questions may be added, but the 
direct giving of information will not often be necessary. 

In both oral and written composition, the arrangement of material and 
the order of statement are left to the personal direction of the teacher. 
From the outset, the children must be trained to criticise and correct one 
another's work. 

Additional suggestions to teachers will be found in Part I. of " Our Lan- 
guage." 



FIRST LESSONS IN LANGUAGE. 



>>*< 



LESSON l.-What is a Statement? 




When we talk or write we put our words into groups 
called Sentences. 

Make a sentence that asks something about this kitten. 
Some sentences ask questions. 

Command some one to do something ivith the kitten. 

Some sentences command some one to do something. 

Make a sentence that tells where the kitten is. 

Most of our sentences tell ivhat we think or know. 



Which of the following sentences ask questions? 
Wliich of them tell something f 
Which one contains a command? 

1. This kitten has had a lonesome journey. 

2. Do you think she is glad to see the world again ? 

3. It was dark as night inside the basket. 

4. She wonders where she is. 

5. Is she going to jump out ? 

6. Do not let her run away. 

7. She must have a ribbon to wear. 

In answer to the following questions, make spoken sentences or 
statements that will tell something about the kitten : — 

1. Would Skip be a good name for this kitten ? 

2. How old do you think she is ? 

3. What is tied to the handle of the basket ? 

4. What do you think pussy would like best now ? 

Remember that — 

A sentence that tells something is a statement. 



LESSON 2. -Written Statements. 

Here are some answers to the questions in Lesson 1. Make a care- 
ful copy of them. 



LESSON 3. — How Statements Begin and End. 

1. In copying the sentences of Lesson 2, how many capital letters 
did you make ? 2. Which words did you begin with capitals ? 
3. Where is the capital used in each sentence? 4. What mark 
did you use to show that a sentence was ended ? 5. How should 
you begin every written statement? 6. How should you end one?* 

Write four different ansivers to the questions in Lesson 1. 

Remember that — 

A Statement begins with a capital and ends with a period. 



LESSON 4. — Practice in making Statements. 

I. Make complete oral statements by telling what these do : — 

horses furnaces merchants 

cows watches farmers 

Write the statements that you have made. 

II. Make complete oral statements telling what these are, and then 
write them : — 

fish a tumbler doctors 

quadruped scissors oranges 

III. Tell of what and by whom these things are made, first in oral 
and then in written statements : — 

shoes butter candy 

coats bread doors 

* To the Teacher. — These, and similar questions and directions throughout the 
hook, are for the pupil to read aloud and answer. If they are not sufficient to develop 
the given subject and lead the learner to see without actually being told, they at least 
present a method, and may easily be supplemented by the teacher. Do not ask ques- 
tions that contain the whole answer in themselves : let the questions call for thought 
and reasoning. 



LESSON 5.-A Picture Story. 

I. Tell your teacher a 
story about this picture by 
answering these questions in 
complete statements : — 

1. Of what is this a pic- 
ture ? 2. How old do you 
think she is ? 3. Where 
is she sitting? 4. What 
do you see on the table ? 
5. What has she before 
her ? 6. What has she in her hand ? 7. What do you think she 
is eating? 8. Think of something else to say about her hair or 
her dress. 

II. Write the story that you have been telling. 




LESSON 6.— A Memory Gem to Copy and Learn. 




^^^<^^^^^^^^ 







/ 



1. How many lines or verses does this stanza of poetry contain ? 
2. At the end of the lines what words sound somewhat alike, or 
rhyme f 3. With what kind of letter does each line begin ? 

Copy the stanza, learn it, and at some time write it from memory. 

Eemember that — 

Every line of poetry should begin with a capital. 



LESSON 7. -The words I and O. 

Here are some sentences from a girl's letter. Do you think they 
were written correctly ? 

Father and I went boating last week. 

We had a delightful sail. 

0, how I wished you were there. 

1. There are three words in our language that contain only one 
letter. Can you tell what they are ? 2. Two of them are always 
written with capitals. Which two are they ? 3. Who is meant by 
" I " in the first sentence ? 

4. Tell what you did yesterday. 5. When you mention yourself, 
what word do you use ? 6. Tell what you and some friend expect 
to do to-morrow. 7. Would it have been proper to say, "I and father 
went boating " ? 8. Give your reason. 

Kemember that — 

In writing, the words I and O should always be capitals. 



LESSON 8. — How to write Questions. 

I. 1. What is a statement ? 2. How must it begin and end ? 
3. How many questions are there in Lesson 8 ? 4. How do you 
know that they are questions ? 5. Make a question-mark on the 
blackboard. Did you ever hear a longer name for it ? 

6. Ask your teacher a question about the clock. 7. Write the 
same question on the blackboard. 8. How did you begin it and end 
it? 

II. Answer these questions in complete statements: — 

How many hours are there in a day ? 
At what hour does the day begin ? 
Where does the rain come from ? 



III. Ask questions orally about the following things : — 

water frogs this book 

lamps robins maple sugar 

Write the questions you have asked. 

Eemember that — 

Questions begin with capitals and end with question-marJcs. 



LESSON 9. — How to write Names of Persons. 




Here are five happy children. Let us give them names. 

The driver is Mabel Morse. 

The boy in the wagon is her brother, Chester Morse. 

The large boy is Charles Edward Grant. 

The other girls are his sisters, Laura and Ellen. 

The dog is called Fido, and the kitten, Skip. 



1. Do these children all belong to the same family ? 2. Why do 
you think so ? 3. To what family does Laura belong ? 4. What are 
the family names of all these children ? 5. What is your last name ? 
6. Of what family are you a member ? 7. What is the last name of 
Chester's father ? 

8. Bead the names that were given to the Grant children by their 
parents. Do you see why we call these names "given" names? 
9. What are the given names of the Morse children? 10. What 
is your given name ? 11. Who gave it to you ? 

12. How does each one of these names begin ? 13. How many 
capitals in the large boy's name ? 14. He sometimes writes it, 
Charles E. Grant, or C. E. Grant. What does the E. stand for ? 

15. The first letter of a word is called an initial letter. What 
are the initial letters of Mabel Morse's name ? 16. What are your 
initials ? 17. Write them with a period after each. 

Write in statements : — 

Your name ; your father's name ; your mother's name ; the name 
of your teacher ; the name of your most intimate friend. 

Remember that — 

Each tvord in a person's name begins with a capital. 

Initial letters, when used instead of the name, must be 
capitals with periods after them. 



LESSON 10. -A Picture Story. 

I. Ash ten questions about the picture in Lesson 9, to be answered 
by your classmates. 

II. Tell your teacher the story which the answers will make. 

III. Write the story that you have told. Try to make ten short 
statements. You may call the subject " Chester's Ride," or " Mabel's 
Ponies." 



LESSON 1 1. — Sentences to be written from Dictation. 

1. How do statements begin and end ? 2. When is a question- 
mark to be used ? 3. What two short words are always capitals ? 
4. What must we remember about writing a person's name or 
initials ? 

Write each of these sentences after hearing it read only once by your 
teacher : — 

I must always do my best. 
Where are the frogs in the winter ? 
"William T. Sherman was a patriot. 
O what can little hands do ? 
Who was John Paul Jones ? 



LESSON 12. -A Choice of Words. 

Some words sound alike, but differ both in spelling and 
in meaning. For example : — 

Before } r ou write choose the right word. 

I. Supply the right word in each sentence : — 

rode ate blue flower 

blevf flour road eight 

1. pints make a gallon. 

2. The golden-rod is an autumn . 

3. What makes the sky ? 

4. Which of you to town ? 



II. Write five words pronounced like these but differently spelled 
sew raise mane weighs vain 



— c 9 — 

III. TPn'Ze four statements and four questions, using one of these 
words in each : — 

cent grate hour pale 

sent great our pail 



LESSON 13.— A Story to Reproduce. 

Hear this story read and told, then tell and write it yourself 

HOW TO GET BREAKFAST. 

It was early one summer morning. There were four little chickens in a 
group. They were all peeping. One would have liked a fresh green leaf. 
Another was hungry for some sweet yellow meal. The third was waiting for 
some kind of bug, and a nice fat worm would have made the fourth one happy. 

Then the mother-hen in the garden close by clucked and fluttered, as if to 
say : If you want any breakfast, you must come here and scratch. 



LESSON 14. — Titles used with Names of Persons. 

1. What is your teacher's full name ? 2. When you speak to her, 
do you use her first name ? 3. What do you call her ? 4. Is Miss 
a part of her name, or is it only a title that may apply to many 
other persons ? 5. Mention some other teachers whom you know. 

6. What gentleman lives in the house next to yours ? 7. What 
storekeeper do you know of? 8. Do you think it more respectful 
to say Brown, or Mister Brown ? 9. Which is the name, and which 
is the title ? 

10. Would your teacher speak of Charlie Wood's mother as 
Miss Wood, or as Missis Wood ? 11. Why? 12. How would she 
speak of your mother ? 13. What would you call Mr. Rice's wife ? 
14. What title do we give to a woman who is married ? 



-^>10<>— 

Iii writing the titles, Mister and Missis (which means Mistress), 
we always abbreviate or shorten them. Thus : — 

"Mister Hill" is written Mr. Hill. 
" Missis Hill " is written Mrs. Hill. 

The short title Miss is never abbreviated. 

Read this sentence : — 

Mr. Walker, Mrs. Davis, and Miss Cole have visited our school. 

1. What does Mr. stand for ? 2. Mrs. ? 3. How do these abbre- 
viations begin ? 4. What mark follows them ? 5. Why is there 
no period after Miss ? 

Write these sentences, filling the blanks with names and titles : — 

1. is a good blacksmith. 

2. His wife is called . 



3. and have three sons. 

4. My teacher is . 

5. is a young, unmarried woman. 

Remember that — 

Titles used with names of persons begin with capitals. 
Abbreviations have periods after them. 



LESSON 15.— Abbreviations.* 

1. What abbreviations have you learned ? 2. How do they 
begin and end ? 3. Of what use are they ? 

Learn these abbreviations and the words that they stand for : — 

Dr. stands for Doctor. St. stands for Street. 

Rev. stands for Reverend. Ave. stands for Avenue. 

4. What abbreviation stands for the name of the state in which 
you live ? 5. What stands for Company in the name of a firm ? 

* The teacher may dictate sentences to be written with abbreviations as soon as 
they are learned, using at first names familiar to the class. 



— o 11 



LESSON 16. — Names of Cities, Towns, and Streets. 




This train runs from Portland, Maine, to Boston. 
Dr. Gay lives in Spring St., in the town of Andover. 
His office-boy is driving in Woodland Ave. 

1. What cities are named in these sentences ? 2. What town ? 
3. With what kind of letter do their names begin ? 4. Why does 
Boston begin with a capital ? 5. What street is named ? 6. What 
avenne ? 7. How do the names of them begin ? 8. In what state 
is Portland ? 9. How should yon write the name of it ? 

Write statements in answer to these questions : — 

1. In what city or town do yon live ? 2. In what state ? 3. In 
what street is your dwelling-house ? 4. What city have you ever 
visited ? 5. Where does your uncle live ? 

Remember that — 

Names of cities, toivns, states, and streets begin with capi- 
tals. 



— o!2o— 

LESSON 17. -To be Dictated. 

Write these sentences after hearing them read once : - 

Has Mrs. Rand gone to New York ? 
Mr. Long and Dr. White are in Washington. 
How far is it from Boston to Salem ? 
Does Miss Sarah Short live in Pearl St. ? 
Rev. J. H. Reed lives in Columbus Ave. 



LESSON 18.-A Picture Study. 

Try to make up for your teacher an interesting story about the picture 
in Lesson 16. If you do not think of much to say, ask yourself 
questions about — 

What is in sight. What draws the train. What it runs upon. 
How fast the train moves. Who are in it. Where it stops. Why. 

Where Dr. Gay has been left. Where the boy is going. What 
kind of horse he has. What kind of carriage. Why the horse has 
stopped. How he feels. The danger. The warning of the engi- 
neer. 

Write the description or the story that you have made. 



LESSON 19. — A Selection to Learn. 

Learn this selection and write it from memory : — 

The robin had built in the apple-tree high ; 

Low down in the moss dwelt the sparrow so shy ; 

The wren wove her nest in the jessamine fair; 

The oriole hung up his castle-in-air — 
Heigh-ho ! how do they know 
Every summer to build them just so ? 

— The Wide- Awake. 



— ^13o— 

LESSON 20. -A Choice of Words. 

Write Jive statements and Jive questions, using one of these words in 
each : — 



no 


meat 


new 


wood 


know 


meet 


knew 


would 



Spell a ivord similar in sound to each of the following, and use it in 
a sentence : — 



bin 


red 


see 


sum 


bow 


right 


sale 


pair 


pane 


lain 


son 


rows 



LESSON 21. — Contractions. 

Frank is not here. Frank isnt here. 

I ivas not absent. I wasnt absent. 

Mary has not gone. Mary hasnt gone. 

1. Read the sentences that are alike in meaning. 2. How are 
they unlike ? 3. How do we make isnH from is not ? 4. Of what 
words is wasnH made ? 5. What letter is omitted in the short, or 
contracted, form ? 6. What takes its place ? 

Not is often contracted to n't, and written as part of the word 
before it. The apostrophe [ ' ] takes the place of the letter left 
out. 

Write contractions of the fottoiving expressions : use them first in 
statements and then in questions: — 



is not 


does not 


had not 


was not 


did not 


have not 


would not 


has not 


do not 



14 



LESSON 22. — A Description of a Slate. 

I. Place your slate on your desk arid answer these questions about 
it orally. Make complete statements. 

I. What is on your desk ? 2. In shape is it square or oblong? 
3. About how long and wide is it ? 4. How many parts has it ? 
What are they ? 

5. Is the slate animal, vegetable, or mineral ? 6. Did it come 
out of a mine or a quarry ? 7. Is its surface rough or smooth ? 
8. Has it lines ruled on it ? 

9. Of what is the frame made ? Do you know the kind ? 10. In 
how many pieces ? 11. Where and how are they fastened together ? 
12. What keeps the slate from falling out ? 13. Has the frame a 
cover ? 14. What is the cover for ? 15. For what do you use your 
slate ? 

II. Write a description of your slate by answering the questions. 



LESSON 23. — A Talk about Leaves. 

1. In what season do the leaves first appear ? 2. How did that 
season get its name ? 3. Just what do the leaves come out from ? 
4. Are they full-grown at first ? 5. How long do they remain upon 
the trees ? 

6. Why is autumn called the fall of the year ? 7. Do you know 
of any tree that does not shed all its leaves in autumn ? 8. Do 
evergreen trees ever shed leaves at all ? 9. What are the slender 
leaves of pine trees called ? 10. Of what use to little plants are 
fallen leaves ? 11. What other uses have they ? 12. In what 
countries would you find the trees leafy all the year ? 

Put what you have been saying into a little composition about 
leaves. 



15 



LESSON 24.— Forms of Names to Show the Owner. 




This hoys name is Frank. 

Frank's boat is a sloop. 

The sloop s sails are both set. 

1. To whom does this name " Frank " belong ? 2. Who is the 
owner of the boat ? 3. What word shows to what the sails belong ? 

4. What is the ending of these names : boy's, Frank's, sloop's ? 

5. For what do you think the 's is used ? 

When we add 's (apostrophe-s) to the name of the 
owner, it shows possession; that is, we show to whom or 
to ivhat something belongs. 

Such names are called possessives. 

I. Mention the possessives and tell what each shoivs : — 
The king's palace ; the spider's web ; the bird's song. 



— oi6o— 

II. Copy these sentences, filling the blanks with names that will show 
to whom or to what the object belongs : — 

1. This is Dr. horse and carriage. 

2. Where is Mr. house ? 

3. sister is much older than mine. 

4. drawing is prettier than . 

5. The song is sweeter than the . 

6. The tongue is rough. 

7. The blood is cold. 

Remember that — 

We add 's to singular names to form possessives. 



LESSON 25. — A Description and a Story. 

I. Look closely at the picture in Lesson 24, and mention everything 
that you see there. 

Name the parts of the boy's figure. Name the parts of the boat. 
What else there can you describe by parts ? 

II. Make up a story from the picture. Call it Frank's Birthday 
Present. Think it over, and then tell it to your classmates. 

These phrases may suggest a part of what you will say : — 

Frank Hale — living in country — just ten years — an express 
package — his Uncle James. Eager to sail it — mother's permis- 
sion — early Saturday morning — mill-pond — two hours — great 
sport — message to uncle. 

III. Write the story, dividing it into two paragraphs. 



LESSON 26. — Sentences for Dictation. 

Hear these sentences read once, and then ivrite them correctly 

Franklin's kite was made of silk. 
Hasn't Mr. Stone heard the news ? 
Our friends stayed an hour. 
Are not two mistakes too many ? 
Charles's pen doesn't write. 



LESSON 27. — Names that mean More than One. 




I. 1. Tell which, of these words name a single thing only : — 



ird ducks 


girl 


boats 


tree 


irds duck 


girls 


boat 


trees 



2. Mention those that name more than one thing. 3. What letter 
would you add to chicken to make it mean more than one ? 4. How 



— ol8^ 

would you change oars to make it mean only one ? 5. How do wo 
change names that mean one thing so that they will mean more than 

one f 

A word that names only a single thing is called singular. 
A word that names more than one is called plural. 

II. Spell the plural of — 

rose pencil slate robin rail 

book pen clock lion letter 

III. Write these sentences, changing the singular names to plural 
names : — 

1. Have you sent the barrel ? 

2. Can the cobbler mend my shoe ? 

3. What made the rainbow disappear ? 

4. The bluejay made the nest in the tree. 

Bern ember that — 

Most singular names are made plural by adding s. 



LESSON 28. -A Story to be Told. 

1. Head this story silently tivice, and then try to tell it to your class- 
mates : — 

An English minister once said to a bright little girl in his Sunday-school, " If 
you will tell me where God is, I will give you an orange." 

" If you will tell me where He is not," promptly replied the little girl, "I will 
give you two." 

II. 1. Read the story aloud, using the following words in place 
of those that mean about the same : — 

Preacher ; intelligent ; Sabbath ; inform ; in what place ; quickly ; 
answered. 

2. How else might the girl have answered ? 

3. Try to tell the story to some one at home. 



19 



LESSON 29. — A Choice of Forms. 

That farmer's trees are loaded with apples. 
The farmers plow in the spring. 

1. What is a farmer ? 2. How many do we mention in the 
first sentence ? 3. How many in the second ? 4. What is the 
phiral of farmer? 5. To whom do the trees belong? 6. Spell 
the possessive of farmer. 7. How do the plural and the possessive 
of farmer differ ? 

I. Spell the plural of — 

barn hoe wagon churn 

rake horse cart turkey 

Spell the jjossessive of these ivords. 

We must be careful not to use the plural form to 
show the oiv?ier, nor the possessive form to mean more 
than one. 

II. In the following sentences supply either the plural or the pos- 
ypssive of these ivords, as you think right : — 

friend sailor monkey rabbit 

1. Good seldom quarrel. 

2. My house was burned last night. 

3. What do do for us ? 

4. A life is full of danger. 

5. The face is almost human. 

6. are found in Brazil. 

7. We found a tracks in the snow. 

8. They never shoot for sport. 



-^>20^— 

LESSON 30. — A Picture Described. 

Describe to your teacher the picture in Lesson 27. 

The questions may help you. Perhaps your teacher will explain 
what we mean by the foreground and the background of a picture. 

1. Is this the mouth of a river or a little bay ? 2. Into what 
does the river flow ? 3. What do you see on the river ? 4. In the 
distance, what do you see at the right ? 5. What at the left ? 
6. What animals are there, and what are they doing ? 7. What can 
you say about the ladies on the boat-landing? 8. What season of 
the year is it ? 9. How do you know that the sun is shining ? 
10. Is there a breeze blowing ? How do you know ? 



LESSON 31. — A Dictation Exercise. 

Write these sentences after hearing them read once : — 

Is every scholar's book shut ? 
Are all the scholars here to-day ? 
Miss Hunt's poems make a volume. 
There goes the doctor's horse ! 
Well people need no doctors. 



LESSON 32. -A Little Poem to Study, 

DOING ITS BEST. 

I am but a tiny cricket, 
Living in a summer thicket — 

There I take my rest. 
Many songs are gayer, prouder ; 
Many a voice is sweeter, louder — 

But I do my best. 



In my song there's no complaining, 
Even when the sky is raining ; 

Birds fly east and west — 
Silent hide in leafy cover ; 
But I chirp till all is over, 

Doing still my best ! 

I. Find in the poem ansivers to these questions : — 

I. What is it that seems to be talking? 2. Where is its home? 
3. What does tiny mean ? 4. What songs are sweeter than a 
cricket's ? 5. What do we call the music that this insect makes ? 
6. Can you find out how he makes it ? 7. What do the birds do 
when it rains ? 8. What does the cricket do then ? 9. What 
example does the cricket set for us ? 10. What good motto do 
these lines suggest ? 

II. Learn these stanzas, arid write them from memory. 



LESSON 33. -The Days of the Week 

I. Copy these sentences, filling the blanks 
with words, not figures; — 

1. Sixty seconds make a . 

2. In an there are minutes. 

3. Twenty -four are a . 

4. days make a . 

5. Their names are Sunday, Monday, 
Tuesday, Wednesday, Thursday, Friday, 
Saturday. 

Saturday a.m. means before noon of Saturday. 
Monday p.m. means after noon of Monday. * 

II. 1. How do the names of the days begin? 2. What do a.m. 
and p.m. stand for ? 3. Write sentences telling what you do each 
day of the week. 




22 



LESSON 34. -The Months of the Year. 

I. Copy and learn these names and abbreviations for the twelve 
months of the year : — 



January 


Jan. 


May . 


February . 


. Feb. 


June . 


March . . 


. Mar. 


July. 


April . . 


. Apr. 


August 



September . 


. Sept. 


October . . 


. Oct. 


November . 


. Nov. 


December . 


. Dec. 



AU£, 

Which three names are not abbreviated ? Explain why. 

The names of the seasons — spring, summer, autumn, 
winter — need no capitals. 

II. Write sentences that tell in what month and season come the 
holidays that you know about. 

Remember that — 

Names of days and months and their abbreviations begin 
with capitals. 



LESSON 35. — A Description of a Watch. 

I. Give your teacher and classmates an oral description of a watch. 
These questions may help you, but there is much more for you to 

say: — 

I. What is the use of a watch ? 2. Of what is it commonly 
made ? 3. What are the two chief parts ? 4. Why is the case 
needed ? 5. What is the use of the works ? 6. What is the use of 

the glass ? 7. On the face are twelve . 8. What do each of 

the three hands show ? 9. How is the watch kept going ? 10. What 
is the chain for ? 11. Where are watches made ? 

II. Write what you can about " A Watch," ivithout looking in your 
book. 



23 



LESSON 36. — How to write Dates. 

1. 1. How many months in a year ? 

2. What do these abbreviations 
stand for ? 

Jan. Dec. Aug. 

Oct. Apr. Feb. 

Mar. Sept. Nov. 

3. Which three months 
have very short names ? 

America was discov- 
ered Oct. 12, 1492. 

The Pilgrims landed 
Dec. 21 



1620. 



II. 1. In what year was 
America discovered ? In what 
month? On what day of the 
month ? 2. In what year did 
the Pilgrims land ? On what 
day of the month ? In what 
month ? 3. What is the pres- 
ent date ; that is, the month, 
day, and year ? 4. In writing 
dates, what comes first ? Sec- 
ond ? Last ? 5. What mark 
always comes between the day 
and the year ? 




" ni dess pull 'em all yight off, so poor Mamma 
won't have to do it eve'y day." 



III. Write dates to complete these sentences : — 
1. To-morrow will be 



was my birthday. 



Our next holiday is 



begins a new year. 



Washington was born 



1732. 



24 



LESSON 37. — A Stor from a Picture. 

I. Ask one of your classmates all the questions that you can think 
of about the picture in Lesson 36. Put the answers together as a story. 

II. Write the best story that you can about " How Bessie helped 
Mamma.'' 1 



LESSON 38.-When to use "is" and "are." 

Review Lesson 27. 

1. Which of .these words stand for one only ? 

we they she trees 

cousin he tree it 

2. Which stand for more than one ? Which are singular, and 
which plural ? 

3. Study the following sentences, and then tell why are is used, 
and why is is used : — 

One window is open. He is rich. 

Two windows are shut. They are poor. 

We use is with words meaning one. 

We use are with words meaning more than one. 



LESSON 39.-A Choice of Words. 

I. Fill the blanks with is or are : — 



1. The apple — ; — red. 

2. The apples ripe. 

3. The books here. 

4. This book torn. 



5. she willing ? 

6. they coining ? 

7. the cars late ? 

8. the train ready ? 



-o 25 



II. Supply a singular or a plural word, as you think right : — 



1. The — 

2. Young 

3. Our — 

4. My — 



is old. 
— are small, 
are dull. 
is kind. 



Is the 



6: Are the 

7. Are the 

8. Is my - 



long? 

- cut ? 

- locked ? 
done ? 



III. Change is to are and are to is in each sentence, and show 
ivhut other words must then be changed : — 



1. The miser is unhappy. 

2. Are his money-bags full ? 

3. Eagles are made of gold. 

4. Is the coin a new one ? 



5. My lesson is easy. 

6. Spiders are not insects. 

7. How delicate the web is ! 

8. How is the patient ? 



LESSON 40. -"There is," or "There are." 

We must be careful to say " There is" when speaking 
of one, and " There are" when speaking of more than 
one. Thus, we say — 

There is only one egg in the basket ; but — 
There are five eggs in the basket. 

There's is a contraction of there is. What letter is left out ? 

I. Use is or are in the blanks : — 



1. There 

2. There 
There 
There 
There 



a robin in the apple-tree, 
some little robins in the nest, 
bees in the clover blossoms, 
no danger in going. 
a few daisies by the roadside. 



9. 



there any orange-trees in the grove ? 

there a bridge across the river ? 

There James and Henry. 

There many mistakes to be avoided. 



II. In which of these sentences can there's be used ? 



-^26^- 

LESSON 41. -A Story to Retell. 

Read this story silently, tell it to your classmates, and then write it : — 

A FISHING PARTY. 

Mack was twelve years old. There were two men going fishing, and he 
thought he might help to carry the fish. So he went with them afar, through 
swamp and underbrush, to the pond. They caught three long strings of fish. 
But they lost the way home. It seemed to Mack that the men kept going round 
and round. 

At last it was too dark. They must spend the night in the woods. When 
they lay down they thought of wild-cats and rattlesnakes. So they climbed 
trees, and found places where the branches and boughs made half- comfortable 
couches. In the morning, there was the road to their farm-house, only ten feet 
away. 

LESSON 42. — A Dictation Exercise. 

Write these sentences, after hearing them read : — 

Mr. Lincoln was born Feb. 12, 1809. 

Dr. and Mrs. Smith called. 

George St. is near Lincoln Ave. 

Nellie's seat is empty. 

Come the first Wednesday in February. 

There's a swallow in the chimney. 



LESSON 43. -The Exclamation-Point. 

When we talk, the tones of the voice may show that 
we are much excited, or surprised, or pleased. 

When we ivrite, we may show these feelings by placing 
an exclamation-mark ( ! ) after our words. Thus : — 

Father ! The stable's afire ! 
Where's the ladder ! Be quick ! 
Tom ! Get the horse out ! 
What a narrow escape ! 



27 



Write ivhat you might exclaim — 

If a child had broken through the ice ; or about cold fingers ; or 
about a rainbow ; or about a severe storm. 



LESSON 44. — How to write Quotations. 




" I am a pedler/' said Henry. 
" What do you sell ? " asked Mrs. Ward. 
Henry replied, " I sell candy and apples." 
" Is your candy good ? " inquired his mother. 

1. Just what did Henry say in the first sentence ? 2. Tell 
-exactly what his mother said in the second sentence. 



— o 28 c— 

When we repeat the exact words of another person, we are said 
to quote them, or to make a quotation. 

3. Quote Henry's answer to his mother's first question. 4. What 
is the quotation in the fourth sentence ? 5. Read the four quota- 
tions. 6. How does each one begin ? 7. How many of them are 
statements? Read them. 8. How are the statements separated 
from the rest of the sentence ? 

9. Read the two quotations that are questions. 10. By what 
mark are they followed ? 11. What marks do you observe before 
each quotation ? What after it ? These marks [" "] which enclose 
the quotation are called quotation marks. 

1. A. quoted sentence must begin with a capital; 

2. It must be enclosed in quotation marks; 

3. It must generally be set off from the rest of the sentence 
by a comma or a question mark. 



LESSON 45. -Quotations to Write. 

Supply enough in each line to make a properly written quotation 
eyes are tired said Charles. 



must have strained said his father. 

The coasters shouted the track ! 

The fox remarked grapes are sour. 

your tickets ready called the conductor. 

The Bible says , obey your parents. 

many stars has our flag asked Mr. Hayes. 



LESSON 46. — A Story from a Picture. 

I. Try to finish the conversation between the little pedler and his 
mother, as begun in Lesson 44. 

II. Write the story of " The Little Pedler." 



29 



LESSON 47. -A Letter to Copy. 

I. Copy the following letter carefully, noticing all the capitals and 
punctuation marks : — 





^^€4; 
^^^^^^^^^z^^ 7 . 







^^^^W^^^^^^^W^ 









— o 30 o — 
II. Draw an outline of the envelope, and copy the address. 









STAMP. 





LESSON 48. -Writing a Letter. 

I. 1. What is the number of your house ? 2. In what street do 
you live ? 3. In what city or town ? 4. In what state ? 5. What 
is the abbreviation of the name of your state ? 6. What is the date 
to-day ? 

II. Copy the letter in Lesson 47, with your street and number, 
your city and state, and the present date in the heading. Instead of 
writing to Alice Henderson, you may use the name of one of your 
friends, and sign your own name to the letter. 



LESSON 49. — The Address on Envelopes. 

I. 1. Draw an oblong six inches by three to represent an envelope. 
2. On it write the address of the person to whom you wrote the 
letter in Lesson 48. Use the title Miss or Mr., and write the name 



— 031° — 

in the middle of the envelope. 3. If a postman is to deliver the 
letter, put the number of the house and the name of the street on 
the next line. 4. On the last line write the name of the city or 
town, and that of the state. 5. Draw an outline of the stamp. 

II. On another oblong address a letter to your father. Use his 
proper title. 

III. Address a letter to your mother. For the proper title to 
use, see Lesson 14. 



LESSON 50. -A Letter to be Written, 



Imagine that you were this 
little Rosie writing a letter to 
her mamma. 

If you cannot think what 
she would say, use this out- 
line : — 



finding 



Eager to write 
paper, pen, and ink — table 
too high — chair just right — 
where Tame had been — not 
allowed on table — often in 
chair — tried to write, too — 
paw too big for bottle — what 
she did — the stains — whose 
fault — what is to be done ? . 




LESSON 51. -Sentence-Making. 

Tell by ichom or for what purpose these are used : — 
bellows pitchfork plow 



rake 
plane 



scythe 



corkscrew 



anvils 
punches 



32 




33 



LESSON 52. -A Picture to Study. 

Describe the girl in the picture, telling her name, age, color of 
eyes, hair, dress. What is she carrying ? What is in the " Noah's 
Ark " ? Name her pets. Where has she come from ? For whom is 
she looking ? Try to tell what she is thinking about. What will 
she do after she has had her own breakfast ? And then what ? 



LESSON 53. — Verses to be Learned. 

They, my child, who idly sing of beauty 

In the eyes and in the hair, 
Sing of beauty that is not ; let it never be forgot — 

Beauty ne'er beginneth there ; 
If there's beauty in the heart, there is beauty everywhere. 

Learn these lines ; then write them from memory. 



LESSON 54. — An Object to be Described. 

I. With a cube before you, answer orally the following questions : — 

1. Does the object before you take up room or space? 2. Has it 
weight ? 3. Is it therefore a solid ? 4. What is the outside of a 
solid called ? 5. How many sides or surfaces has this solid ? 
6. What is the shape of each of these surfaces ? 7. What, then, is 
a cube ? 

8. How many edges has a cube ? 9. How many corners has it ? 
10. How many angles has each square of the cube ? 11. What 
kind of angles are they ? 12. How many angles have all the sides 
or faces of a cube ? 

II. Stand before your class and tell what you can about a cube. 

III. Write ten statements about a cube. 



34 



LESSON 55. — Sentences for Dictation. 

St. Valentine's day is the 14th of February. 
March 25th was once New Year's day. 
Why is 1900 not a leap year ? 
When does February have five Sundays ? 
'Twas on the last Wednesday in July. 



LESSON 56. — A Story to Reproduce. 

I. Tell this story after hearing it : — 

PUSS AND THE RAVENS. 

Puss had stolen a big bone, and sat down for a quiet nibble. Two ravens 
saw the bone and wanted it ; so the larger one flew down to frighten puss away. 
But as she was brave and gave him a box with her paw, the two ravens decided 
to work together. One was to fly at puss's tail and the other at her face. Down 
came one and seized her tail with his long beak. When she turned to drive him 
off, the other flew away with her bone. Then pussy could only look up into the 
tree, blinking her eyes, and lashing her tail. 

II. Reproduce this story in writing. 



LESSON 57. -Contracted Words. 



I. Copy these contractions, and learn the full form of each. Repeat 



them until they are very familiar. 

tt . , ( He's not. 

He is not • • • . -J . 

( He isn't. 



She is not • 



It is not 



j She's not. 
( She isn't. 

It's not. 
It isn't. 

'Tisn't. 



I am not 
We are not 

You are not 

They are not 



• I'm not. 
m ( We're not. 

1 We aren't. 

( You're not. 

1 You aren't. 
9 ( They're not. 

( They aren't. 



— °35° — 

II. 1. What does the apostrophe in a contraction show ? 2. What 
letter is left out in I'm ? In you're, ive're, and they're ? In he's, 
she's, it's ? 3. What two letters are left out in 'tisn't ? 

Never use dint or dn't either in speaking or in writing. 



LESSON 58. — Using Contractions. 

I. Answer these questions orally by filling the blanks with suitable 
contractions : — 



1. Is he coming ? No, - 

2. Are you going ? Yes, 

3. Is it true ? No, - 

4. Are we invited ? No, - 

5. Are they here ? No, - 

6. Is she your friend ? No, - 

7. Am I the one ? No, - 

8. Is it there ? No, • 

9. Are we safe ? Yes, 
10. Is he well ? Yes, 



not coming. 

- going, 
not true, 
not invited, 
not here, 
my friend, 
the one. 
there. 

- safe. 

- well. 



II. Write the answers that you have given. 

Put a comma after "yes" and i6 no" when followed by 
other words. 



LESSON 59.-When to use aren't." 

We may use aren't, a contraction of are not, with plural words, if 
we are careful to sound the letter r. Remember that " an't " is never 
to be used. 



Fill the blanks with suitable contractions 

1. Aren't we to go ? No, 

2. you well ? Yes, 



- not to go. 
very well. 



3. they here ? No, not here. 

4. the waves high ? you afraid ? 

5. the fires out ? No, burning yet. 

6. the berries ripe ? No, not ripe yet. 

7. you going to church ? No, not. 

8. I shall go if it too late. 

9. the clouds beautiful ! 10. the sunset grand ! 

11. They here now. 12. there one ? 



LESSON 60. -Dictation. 

" Hurrah ! it's snowing," cried Nell. 
"I think it'll turn to rain," said Lou. 
"John, what time is it ? " asked Mrs. Dane. 
He replied, "It's just twelve o'clock, mother." 
Father writes, ' ' We shall be at home Tuesday. 



LESSON 61. — A Talk about Leaves. 

1. What is the common color of leaves ? 2. What other colors 
have they which you remember ? 3. What are the colors in earliest 
spring ? 4. What are the colors of autumn ? 5. What changes the 
colors ? 

6. In summer of what use to us are leaves ? 7. Of what use are 
they to birds ? 8. Do you know of any animals that feed upon the 
leaves of trees ? 9. Have you ever seen a palm leaf in use ? 

10. What do we call all the leaves of a tree taken together? 
11. How do leaves behave when the wind blows ? 12. What tree 
of those that you know has the largest leaves ? 13. Which the 
smallest? 14. What trees do you know by the shape of their 
leaves ? 

After trying to tell orally what the questions suggest about leaves, 
you may tell it in writing. 



37 



LESSON 62. -A Picture Story. 



Tell orally and then in writing 
the story of the^ "Little Gar- 
dener" 

Think of : His name — where 
he is going — the time of year — 
his broad hat — names of tools 
— what each is for — what he 
leaves behind — what grows in 
his garden — what he expects it 
to yield. 

Tell what insects, birds, and 
other animals may injure his' 
garden ; in what way and how 
any of them may help him. 




LESSON 63.— The Comma with Name of one spoken to. 

Grandma, when does the moon rise ? 
Have you seen it, mother ? 
No, Edward, it is not in sight. 

1. Who is spoken to in the first sentence ? 2. What mark sepa- 
rates the name from the rest of the sentence ? 3. In the second 
sentence who is addressed or spoken to ? 4. How is mother set off 
from the rest of the sentence ? 5. Who is addressed in the third 
sentence ? 6. How many commas are needed to separate his name 
from the rest of the sentence ? Why are two needed ? 7. Tell for 
what else a comma is sometimes used ? 

Remember that — 

The name of a person spoken to is set off from the rest of 
the sentence by commas. 



In writing this exercise use the name of some person spoken to : — 

1. Ask your teacher a question about alcohol. 

2. Give an order about some oil to a storekeeper. 

3. Tell an expressman what you want him to do. 

4. Ask a physician some question about a patient. 

5. What might you need to say to a clerk at the post-office ? 

6. What should you say to a gentleman that does you a favor ? 

7. What might you say to your dog ? 

Sentences that order or command are called command sen* 
tences. They are followed by periods. 

How many of the sentences which you have just written are 
command sentences ? 



LESSON 64.-Words to be Defined. 

After a conversation about the following objects, write sentences to 
tell what each is : — 



a napkin 


a plough 


a tailor 


a sandwich 


a widow 


a crayon 


a grandfather 


an orphan 


a model 



LESSON 65. — A Composition: Vegetables. 

After a talk about " Vegetables" answer these questions in writing 
so as to make a composition on the subject : — 

1. What vegetables grow in your vicinity ? 2. Of which do we 
use the roots as food ? 3. Of which the seeds ? 4. Of which the 
leaves ? 5. Of which the stems or stalks ? 6. Which grow on 
vines ? 7. Which are eaten raw ? 8. Which are eaten when un- 
ripe ? 9. Can any of these vegetables be called fruits ? 



39 



LESSON 66. -Dictation. 

Bertha Wright, you may write this. 

When you reach home, William, write to us. 

Mary, are both cups full ? 

Yes, and each cup holds ten spoonfuls. 

Come on, boys, the bell's rung. You'll be late. 



LESSON 67. -"Was" or "Were." 



I was glad. 
He was sad. 
She was late. 
It was black. 
One was right. 



We were coining. 
You were going. 
They were staying. 
Several were waiting. 
Eight were running. 



1. Eead these sentences, emphasizing the first word. 2. Read 
them, emphasizing the second word. 3. How many are meant by 
If by he ? by she 9 by it ? by one 9 4. Do we use was or were with 
such words ? 5. With what kind of words do we use was 9 

6. How many are meant by ive, you, they, several 9 7. Should we 
use was or were with such words ? 8. With what kind of words do 
we use were 9 



I. 'Supply was or were, as you think right : — 



1. The day warm. 

2. The air still. 

3. We riding. 

4. Clouds rising. 

5. Lightning seen. 



6. Noises heard. 

7. Drops falling. 

8. The wind blowing. 

9. The storm severe. 

10. They kind to us. 



II. Supply singular or plural words, as you think right: 



The 
The 



was cold, 
was blowing. 



were walking, 
were flying, 
was hazy. 



6. 
7. 
8. 
9. 
10. 



The 



were on the ice. 



was skating. 

were sliding. 

The was cracking. 

was happy. 



40 



LESSON 68.-"Was" or "Were" in Questions. 



We must always say "you 



were 



and "were you? 



" Was " should never be used with " you." 



I. Fill the blanks with was or were : — 



Where 
Where 
Where 
Where 
Where 
Where 
Where 



he? 

I? 

you? 

she? 

they? 

we? 

the horse ? 



he there? 

we there ? 

it there ? 

you there ? 

I there ? 

they there ? 

the horses there ? 



Practice till you can say these rapidly without a mistake. 



II. Fill the blanks with singular or plural words : — 



Was the in the nest ? 

Were there any in it ? 

Was her near by ? 

Were singing ? 



Was the 



sweet ? 



Was the 

Were the — 

Was the 

Where was - 
Where were 



ripe ? 
- sour ? 
hungry ? 
? 



LESSON 69. -A Picture Story. 




Tell how Fred 
Hill and his friends 
kept the Fourth of 
July. Then write the 
story. 

Describe their 
procession as seen 
in this silhouette. 
Tell who saw it pass 
and what was said. 



_ c4 lo— 

LESSON 70. — Verses to put into Prose. 

A GRANDMA THAT'S JUST SPLENDID. 

Grandma's eyes are dim, 

And grandma's hair is sprinkled 
With threads of white ; her cap's set prim 

Above a face that's wrinkled. 

But grandma's eyes are kind, 

And grandma's smile is cheery ; 
She likes our noise ; she doesn't mind ; 

She calls us " pet " and " deary." 

She tells us such a lot 

Of stories with a fairy 
And giant in : she knows it's what 

We like — something scary. 

She never scolds at all ; 

She keeps our playthings mended ; 
She dresses dolls. She's what we call 

A grandma that's just splendid ! 

First answer the questions ivhich your teacher and your classmates 
will ask about this grandma. Then tell all about her in your own 
language. 

LESSON 71. -About Fruits. 

After a conversation lesson, write answers to the following questions 
so as to make a composition on "Fruits" : — 

1. What kinds of fruit grow near where you live ? 2. Which 
of them grow on trees ? 3. Which on bushes ? 4. Which on 
vines ? 5. Tell in what month each ripens. 6. Which are some- 
times dried for food ? 7. What drinks are made from fruits ? 
8. What kinds are brought from warm countries ? 9. Can you 
name the country whence each comes ? 



42 



LESSON 72. -A Choice of Words. 

There means in that place. 
Their means belonging to them. 
They're means they are. 

I. Select the right one of these three words to supply in each of the 
following sentences : — 

1. Have you moved books ? 

2. Let them stay . 

3. they come with dogs ! 

4. expecting you to-day. 

5. When were you last ? 

6. living now with friends. 

II. To show the use of these words, write six sentences, two for each 
word. 



LESSON 73. -For Dictation. 

Doesn't a cat walk on his toes ? 

Yes, they're soft as cushions. 

Aren't their claws each hidden in a sheath 

It's never too late to mend. 

Don't cry if you've done your best. 

There's another one there. 



LESSON 74. — Sentence-Making. 

Write sentences telling the kind of tvorJc that each of these persons 
does : — 

tailor architect cobbler 

carpenter milliner florist 

barber cooper miller 



43 



LESSON 75. -A Story to Tell. 

Read this story silently twice, tell it in your oivn words, and then 
write it in the form of a letter to a friend. 

WHAT THE BEAR THOUGHT. 

Two young hunters, Arnold and Herbert, had heard of a bear in a wood. 
Each day they went there to watch, eating and sleeping at an inn. The land- 
lord, they said, must wait for his pay until the bear's skin was sold. 

One morning they heard a growl that frightened them dreadfully. Arnold 
climbed a tree, and Herbert, being unable to fire his gun, fell forward and played 
dead. The bear smelled all about him, and then walked off, first whispering in 
his ear that he had better not sell a bear-skin until he had caught the bear. 



LESSON 76. -About the Sun. 

I. What does the sun do for us ? 2. Where does the moon get 
its light ? 3. Where, then, does our moonlight surely come from ? 
4. How is it that the sun, in the west at night, appears in the east 
in the morning ? 5. How often does the earth turn around ? 

6. Does the sun always set exactly in the west ? 7. When do 
we see it more nearly overhead, — in winter, or in summer ? 8. In 
what part of the world is the sun nearly overhead all the time ? 
9. What kind of climate does this make ? 10. In what months do 
we have our longest days ? Our longest nights ? 

II. When we in the north have summer, what happens in the 
southern hemisphere ? 12. Is December with us a warm or a cold 
month ? 13. What is it in Australia ? 14. In what month do boys 
skate in that country ? 

I. Write doivn as many things as you have noticed about the sun. 
Tell what it seems to be — where it seems to go — and what good 
it does. Set down two questions that you cannot answer about it. 

II. Think over what you have learned, and study what you have 
written. Then be ready to stand and talk about the sun. 



44 



LESSON 77.— A Description. 




I. First talk about this 
picture. Then write a full 
description. Arrange your 
sentences in five groups 
or paragraphs. 

1. The Child : Age — 
kind of hair — clothing 
worn — how fastened in 
front — how finished at 
the wrists — the hat — 
the shoes — in his hand 
— in his thoughts. 

2. The Pump : Its use 
— the material — the dif- 
ferent parts — where the 
water comes from — what 
brings it up — why run- 
ning now. 

by whom and how — of what 



3. The Trough: Made of what 
use — what keeps it from rocking. 

4. The Bird : Where he sits — why here — name — voice 
of beak. 

5. The Bush : Parts to be seen. 



shape 



II. Using this picture, write a story of what has happened and what 
is going to happen. 



LESSON 78. 

1. Has the hell rung ? 

2. Have the hells rung ? 



"Has" and "Have." 



3. One bell has rung. 

4. Two bells have rung. 



1. In which of these sentences is only one thing spoken of ? 
2. In which do we speak of more than one ? 3. When we speak of 



one bell, do we use have or has ? 4. Which do we use when we 
speak of more than one bell ? 5. When do we use has f 6. When 
do we use have f 

I. Fill the blanks with singular or lolural names : — 

1. The have come up from the pasture. 

2. The old has been fed. 

3. The has gone to sleep. 

4. the corn been planted ? 

5. the larkspurs blossomed yet ? 

6. All the has been picked. 

II. Use " have a book " or " has a book " ivith these words : — 



we 


you 


they 


he 


she 


one 


I 


it 


all 



Practice repeating them with the whole list rapidly. 



LESSON 79.-About this Book. 

I. Answer these questions orally, and then in writing. Use short, 
distinct sentences. 

I. How many pages has this book ? 2. How many fly-leaves ? 
3. What is the very first page called ? 4. What is the title of this 
book? 5. Who is the author? 6. What is an author? 7. Who 
are the publishers of this book ? 8. What do we mean by " pub- 
lishers"? 9. What does the "Table of Contents "show? 10. What 
is an " Index " for ? 11. Who provides you with school-books ? 
12. How should you treat them ? Why ? 

II. Write about some other book in a similar way. Ask your- 
self other questions about it, and find out the answers. 



46 



LESSON 80. — Verses to be put into Prose. 

" Hello ! " is what his grandpa said, 

As through the gate he came ; 
" I want to hire a little boy, 

So pray, sir, what's your name ? — 

" A boy to drive the cattle home 

And weed the garden bed ; 
A boy to split the kindling-wood 

And pile it in the shed." 

His grandson looked across the fields 

And slightly drew away ; 
" I think I'll say good by, g'an'pa — 

I didn't come to stay." 

— Harper's Youny People. 

After a talk about " Guy's Visit to Grandpa" you may write about it. 
Tell — 



1. Why he went and where he 

appeared. 

2. The greeting and the question. 

3. Why it was asked. 



4. The work to be done. 

5. The boy's feelings. 

6. What he said and why he 

went home. 



LESSON 81.— Words made plural by adding es. 

Spell the plural of — 

sled, skate, net, turkey, monarch, muff. 

How are names generally made plural ? 

The following words are made plural by adding es. Pronounce 
their plurals : — 

glass box fez dish church 

pass tax fuzz wish arch 



— o 47 o — 

1. How many syllables are there in the singular of these words ? 
2. How many in the plural ? 3. How do the words in the first 
column end ? 4. In the second ? 5. In the third ? 6. In the 
fourth ? 7. In the fifth ? 8. How would they sound if only s were 
added ? 

Remember that — 

Names ending in s, ac, z, sh 9 or soft ch, form their plural 
by adding another syllable, es. 

The possessive of the singular of such words is made in 
the usual way by adding 's. The plural and the posses- 
sive happen to sound alike. 

I. Head these sentences, and tell which words are singular : — 

Listen ! Was that a fox's bark ? 

Three foxes have been caught. 

How many Jameses are there in the class ? 

Charles's family name is Mason. 

Could you have told by the sound which words were singular ■? 

II. Spell first the possessive and then the plural of these words: — 

grass lass Agnes ostrich 

bush branch larch box 

Use the plural of these same words in sentences. 



LESSON 82. -To be Dictated. 

Were there boys in the lady's carriage ? 

Bring Harry's hat and James's coat. 

Are these books yours or theirs ? 

I'm glad that you're here. 

He hears you. Here's enough. 

Are the churches open on Christmas ? 



48 



LESSON 83. -A Story to be Retold. 

Have your teacher read this story, and hear some of your classmates 
tell it. Then reproduce it in writing. 

"I wish that I had friends to help me on," cried idle Dennis, yawning. 

" Friends ? Why, you have ten," replied his master. 

" I'm sure I haven't half so many, and those that I have are too poor to help 
me." 

" Count your fingers, my boy," said the master. 

Dennis looked at his large, strong hands. 

" Count thumbs and all," added the master. 

" I did ; there are ten," said the lad. 

" Then never say you have not ten friends able to help you on in life. Try 
what those true friends can do before you begin to fret because you do not get 
help from others. ' ' 

LESSON 84.— A Review Lesson. 

I. 

1. Write a statement about clouds. 

2. Change this statement to a question. 

3. What words are always written with capitals ? 

4. Use in a sentence a word pronounced like vain. 

5. Write a sentence containing two contractions. 

II. 

1. Write a sentence containing two abbreviations. 

2. Use the possessive of Mr. Curtis in a sentence. 

3. Write a command sentence containing a comma. 

4. Write a sentence beginning " There's — " 

5. Write a question beginning " Is there — " 

III. 

1. Write a sentence containing a quotation. 

2. Use the contraction for are not in a question. 

3. Tell in a sentence what the shortest month in the year is. 

4. Use Aug. and P.M. in a sentence. 

5. Write a sentence containing a question used as a quotation. 



49 



LESSON 85. — Studies from a Picture. 



^ 




I. How Soap-Bubbles are.made. Tell about — 

Making the suds — kind of pipe — blowing the bubbles — how 
they move — how they look — what makes the colors — why they 
break — what is in them. 

IT. Describe the picture of the " Little Bubble-Blower." Do not 
leave anything out. 

III. Write a letter to one of your friends, inviting her to a bubble 
party. Say when and where, and a little about the company. 



50 



LESSON 86. -Verses to Remember. 

Commit this selection to memory and then write it : — 

Be you tempted as you may, 
Each day and every day 

Speak what is true — 
True things in great and small ; 
Then, though the sky should fall, 
Sun, moon, and stars and all, 

Heaven would show through. 

— Alice Carey. 

LESSON 87. -A Story to be Told. 

Mead the following story several times, and tell it to your classmates. 
DonH use " and " even once in telling it. 

HOW TO LOOK AT A GIFT. 

Patty had received a doll's trunk at Christmas ; and as Prue seemed to wish 
for one, the grandmamma, who acted as "fairy godmother" to the children, 
gave her one for her birthday. 

It happened to he a little smaller than Patty's, and Patty liked nothing better 
than to call Prue's attention to the fact. 

Prue bore it very well ; but finally, when Patty said with a pitying air, 
" Prue, I'm so used to my big trunk that when I look at yours it looks so small 
to me ! " Prue turned quickly to say, — 

" Well, I don't care, Patty, you're not a bit nice ! It isn't the smallness you 
ought to look at when anybody gives you anything — it's the kindness /" 

— The Wide- Awake. 



LESSON 88. — A Conversation about Rain. 

1. What is it that falls in the form of rain ? 2. What is it that 
floats along in the sky ? 

3. Where do clouds begin to form ? 4. If you were in a mist on 
a mountain-top, should you call it cloud or fog ? 5. Where would 
you look for fogs ? 



Nothing can live 
without moisture. 



— o51o— 

6. Do rain-drops always fall straight down? 7. Why do they 
sometimes beat hard against the window-pane ? 8. What takes 
their place in winter ? 

9. Where does snow never fall ? 10. What 

is the difference between snow and hail ? 

11. Where does it all come from ? 12. Then 

where does it go ? 

13. Where do rivers flow to ? 14. What good does rain do ? 

15. Did yon know that some tribes of people never see a drop of 

rain ? 

LESSON 89. — A Prepared Talk about Rain. 

I. Write out what you have been talking over, and add something 
more that you can say about the rain. Think of when to expect it, 
and of what effect a shower might have. Tell what sometimes hap- 
pens in a shower. 

II. Then study what you have written, till you are ready to tell it 
well without having any help. 



LESSON 90. -An Invitation and the Reply. 

I. Yon are to have a grove party next Saturday. Yon must 
write a letter inviting somebody whom yon want to come, and tell- 
ing the time, the place, and other arrangements. Say what may be 
brought for the sports, and what is to be done if it should rain. 

Write the letter as if you icere talking. 

II. The friend whom you invited has recently sprained an ankle 
while playing. A letter tells just how it happened, and how sorry 
the writer feels not to be able to attend your party. It suggests 
two games to be played, and invites you to bring your company to 
the writer's house, in case it rains, where everything will be ready 
for a donkey party. 

Write the letter that might be sent under these circumstances. 



52 




53 



LESSON 91. -A Picture to Study. 

I. Describe the picture on the opposite page as fully as you can, 
first orally and then in writing. 

II. Try to tell the story of this mother hen's trouble as she might 
tell it if she could talk. 

III. Compare a hen and a duck, telling how they are cdike and how 
they differ in appearance and in habits. 



LESSON 92. — How to write Titles of Books. 

The title of this book is " First Lessons in Language." 

Have you ever read " Seven Little Sisters " ? 

Do you take " The Youth's Companion " ? 

Her composition was on " The Way to be Happy." 

1. What two books are named in these sentences ? 2. What 
paper ? 3. What composition title is given ? 4. How are all these 
names, or titles, enclosed ? o. Do all the words in these titles 
begin with capitals ? 6. Which words do begin with capitals ? 

Remember that — 

The principal words in the titles of books should begin 
with capitals. 

When used in sentences, the titles of boohs should be en- 
closed in quotation-marks. 

Write answers to the following questions in distinct sentences : — 

1. What is the name of the last book that you read ? 

2. What arithmetic do you use ? 

3. What newspaper do you have at home ? 

4. What was the subject of your last language lesson ? 

5. What is the largest book that you have ever seen ? 

6. What children's magazines do you know of? 



54 





LESSON 93. 


— Synonyms. 


1. 

2. 
3. 


I am weary. 
I am tired. 
In what place does 
he reside ? 


4. Where does he live ? 

5. A difficult lesson. 

6. A hard lesson. 



I. Read the first two sentences. 2. Are they alike in meaning ? 
3. How are they nnlike ? 4. What does weary mean ? Tired 9 
5. Bead the third and fourth sentences. 6. What does reside 
mean? 7. What three words in the third sentence mean the same 
as where ? 8. Which would you rather learn, a difficult lesson or a 
hard one ? 9. What two words in the first two sentences have 
nearly the same meaning ? 10. What two in 3 and 4 ? In 5 and 6 ? 

Words that have nearly the same meaning are called 
syn-o-nyms. 

II. Give a synonym for weary ; for difficult; f or task. 12. Think 
of a synonym for labors in "He labors hard all day." 13. What 
synonym can you use for cloudless in " The sky is cloudless " ? 
14. For odor in " The odor of flowers " ? 15. For flowers f 16. What 
are synonyms ? 

I. From, the words in the last two columns, select synonyms for the 
words in the first two : — 



rich 


wise 


lazy 


aged 


weak 


ignorant 


wealthy 


learned 


strong 


old 


industrious 


small 


busy 


little 


feeble 


uneducated 


indolent 


pleasant 


powerful 


agreeable 



II. Use the words in the last two columns in sentences; then substi- 
tute their synonyms, and see whether the meaning remains about the 
same. 



— c55^- 

LESSON 94. — Synonyms. 

From the folloiving words select the synonyms, and write them 
together : — 

thankless gather select scares 

brief collect sphere separates 

ungrateful divides short globe 

companions frightens choose associates 



LESSON 95. -"Hasn't" or "Haven't." 

Of what is hasn't a contraction? What is the contraction for 
have not ? 

I. Fill the blanks ivith hasn't or haven't : — 

Has he enough ? No, he enough. 

Have they come ? No, they come. 

Have you heard ? No, I heard. 

Has she done it ? No, she done it. 

If ever use hain't for hasn't or haven't. 

II. Ask questions about these objects, using hasn't or haven't : — 



flowers 


it 


stars 


oil 


beets 


clouds 


ice 


houses 


shin 


forest 



III. Change have to has and has to have in these sentences, and 
make other changes, if any are needed : — 

1. The spider has eight legs. 

2. Whales have warm blood. 

3. A fish has cold blood. 

4. Butterflies have four wings. 

5. Plants have roots, stems, and branches. 

6. A fern has no flowers. 

7. Deaf mutes have but three senses. 



56 



LESSON 96.-Study of a Leaf (held in the hand).* 

1. What is its color ? 2. Is it the same on both sides ? 3. Which 
side is darker ? 4. Which is the upper or sunny side ? 5. Is it a 
thick leaf or a thin one ? 6. Is it glossy or dull ? 7. Is the surface 
rough or smooth ? 8. Can you see what makes it rough ? 9. Is the 
leaf blunt or pointed at the top ? 10. What is its shape at the 
base ? What is the base of a leaf ? 11. Is the margin even and 
smooth ? Is it scalloped or wavy or notched ? 12. Compare the 
edges of the leaf-pictures. 13. Which are compound, and which are 
simple leaves ? Of which kind is yours ? 

After the questions, give a clear description of your leaf. 




LESSON 97. — Plural Names ending in ies. 

1. What is the plural of these words ? What does the y follow ? 
day ray key valley boy toy guy 



* For this lesson and for Lesson 101 the children may each have some common, 
simple leaf. The questions may then he applied to leaves of various kinds. The 
number of points to be compared will gradually increase. See page 000. 



— o57° — 

The letters a, e, i, o, u, and sometimes w and y, are called vowels. 
The other nineteen letters of the alphabet are consonants. 

2. What are the last two letters in the following words ? 

3. Should you say that the y in them comes after a vowel or after 
a consonant ? 

ruby lady fly story duty 

The plural of these words is — 

rubies ladies flies stories duties 

4. To what is the y in lady changed to make the plural ladies f 

5. How is it changed in the other words ? 

I. Write the plural of these words by changing y to ies : — 

berry lily fairy city lady 

pony enemy sty ditty story 

cherry cry body j eil y dairy 

daisy tidy reply fly . duty 

II. Try to use the plural of ten of these words in sentences. 

Eemember that — 

Words ending in y after a consonant are made plural by 
changing y to ies. 



LESSON 98. -Dictation. 

Did you thank Mrs. Lane for the cherries, Alice ? 
Yes, mother, I said, " Thank you, ma'am." 
You should have said, "Thank you, Mrs. Lane." 
Do such lilies grow in the valleys ? 
The tallest chimneys are in cities. 



58 



LESSON 99. — Our Country's Flag. 

I. After a conversation about the " United States Flag " write a 
composition on the subject. 

Make several paragraphs of what you write, and observe the 
following order : — 

1. Material ; shape ; size ; colors. 

2. Parts : field, stars, stripes. 

3. Number of stripes accounted for ; number of stars. 

4. Uses ; emblem of what ? 

5. Various names given to it ; feelings at sight of it. 

6. Flags on schoolhouses ; where, why ? 

IT. Notice which of these verses begin further from the margin, 
explain why, and write them so when learned. 

Flag of the heroes who left us their glory, 

Borne through their battle-field's thunder and flame, 
Blazoned in song and illumined in story, 
Wave o'er us all who inherit their fame. 
Up with our banner bright, 
Sprinkled with starry light ! 
Spread its fair emblems from mountain to shore, 
While through the sounding sky 
Loud rings the nation's cry, 
Union and Liberty, one evermore ! 

— 0. W.Holmes. 



LESSON 100. — Sentence-Making. 

After conversation, ivrite sentences to describe these objects : — 

postage stamp post-office telegram postage 

postal card postman letter-box mail 



59 -— 




LESSON 101. -Study of a Leaf (in the hand). 

[See Lesson 96.] 

1. Which side of the 
leaf shows the frame- 
work more plainly ? 

2. When you try to 
look through it toward 
a window, is the frame- 
work plainer to see ? 

3. Is there one main 
rib, or are there sev- 
eral from the base ? 

4. Are there any branches ? 5. Do they spread as in a 
feather or like the fingers of a hand ? 6. Can you see 
any still finer branches, like veins ? 7. Do these veins 
run parallel, or do they cross each other like the meshes 
of a net ? 8. Does the thin, green blade run quite down 
both sides, or has the leaf a stalk ? 9. Can you see where the stalk 
joined the stem from which it came, or has a part been lost in pick- 
ing the leaf ? 10. Find out what is meant by a sessile leaf. 

I. Write out a description of a leaf that you have examined, fol- 
loiving the questions in Lesson 96 as well as these. 

II. Answer questions 3, 4, 5, 6, and 8 in regard to all the leaf- 
pictures. 




LESSON 102. — More Contractions. 

For what expressions are these the contractions ? What letters are 
omitted ? Use these contractions in statements or in questions. 

we've he'll wouldn't didn't 

that's you'll they'll 'twasn't 

I'll you've where's shouldn't 



I've 



'twill 



couldn't 



let's 



-^60^— 

LESSON 103. — Plural Names that show who the Owner is. 

lady's clerks tailor's birds 

ladies clerk's tailors bird's 

1. With what letter do most plural names end ? 2. Tell which 
of these names mean more than one ? 3. Which show that only 
one is meant ? 4. For what is 's used ? 

The store belonging to my brother is closed. 
My brother's store is closed. 
The store belonging to my brothers is open. 
My brothers' store is open. 

5. What difference do you see in the meaning of the first and 
second sentences ? 6. In that of the third and fourth ? 

7. Who owns the store that is shut ? 8. Who the one that 
is open ? 9. How many owners has the first ? The second ? 
10. What is the difference between brother's and brothers' f 11. Which 
is singular ? Which plural ? 

I. Tell whether these objects have one owner or more than one : — 

the girl's sled the bird's nest 

the girls' sled the birds' nest 

my uncle's children my uncles' children 

Remember that — 

Plural names ending in s are made possessive by adding the 
apostrophe only. 

II. Tell whether these are singular or plural possessives, and why : — 



lady's 


merchants' 


baker's 


lions' 


ladies' 


merchant's 


bakers' 


crow's 


swans' 


Indians' 


farmers' 


sons' 



61 



LESSON 104.-A Picture Story. 

I. Tell orally and 
in writing the story 
that this picture sug- 
gests. Call it " Tot's 
Adventure" 

Tell how Tot was 
once left alone ; how 
the dressing - case 
looked to him ; about 
his curiosity ; how 
he got up ; what 
he saw; what h 
thought of himself 
how he was found 
and what his 
mamma said to 
him. 

II. Describe 
everything that 
is on the dress- 
ing-case, and say 
ichat else you 
think is in the 
room. 




LESSON 105.-A Talk about Gems. 

1. What precious stones can you mention by name ? 2. Which 
do you know at sight ? 3. Mention two uses for diamonds. 4. Of 
what color are they? 5. Why are they valued? 6. Where are 
they found, and how do they look before they are cut ? 7. What is 
a lapidary ? 8. From what are pearls obtained ? 9. What metals 
are used in the setting of jewels ? 



62 



LESSON 106. — Synonyms. 

I. Read the following expressions, using simpler words from the 
list in place of those that are italicized : — 

shorten chief story help prompt 

loving get tell strong accident 

1. assist the weak ; 6. obtain work ; 

2. a powerful man ; 7. my principal study ; 

3. lessen the time ; 8. be punctual; 

4. an interesting narrative; 9. a frightful disaster; 

5. notify the doctor; 10. an affectionate son. 

II. Use these changed expressions to make sentences, without such 
words as he, it, that, and this. 



LESSON 107. -A Story to Retell. 

Write this story after hearing it read once. 

CONTENTMENT. 

A generous old man, who had many acres of land, once put up this sign near 
the edge of a field : "I will give this field to whoever is happy and contented." 

Presently some one applied to him, and the old man asked :' " So you are a 
contented person, are you ? " — "I am, sir ; perfectly," was the reply. — "Then 
why do you want my field ? " 



LESSON 108. — Meanings of Words. 

After a conversation lesson, or a little study with the dictionary, 
write sentences to tell what these articles are : — 



beef 


mutton 


venison 


pork 


tallow 


hay 


maize 


raisins 


cider 


cream 



63 




I. Write out the names of everything that you can see in this picture. 
Then make a short sentence about each one, telling what it is doing, 
what position it is in, or of what kind it is. 

II. Imagine ivhat has happened, and then tell orally and in writing 
" How Eva spent an Afternoon.^ 

III. Do you see any sign from which you may be sure that there is 
a fire on the hearth ? If you wished to put the room in order, how 
should you arrange what you see ? 



64 



LESSON 1 10. — Commas in a Series of Words. 

Our flag is red, white, and blue. 
Grocers sell tea, sugar, rice, and such things. 
Farmers plough, and plant, and reap. 
Men, women, and children make the nation. 

1. What three words tell the color of the flag? 2. Are they 
words of the same kind ? 3. Are they all used in the same way ? 
4. In the second sentence, which words are used alike ? 5. Taken 
all together, what do they show to us ? 

Three or more words of the same kind used in the 
same way make a series of words. 

6. What series of words shows what farmers do ? 7. Are they 
words of the same kind and used in the same way ? 8. How are 
they separated ? 9. What series is in the fourth sentence ? 
10. What does this series show ? 11. Why do we call these words 
a series f 12. How are they separated ? 

Eemember that — 

The words of a series are kept separate by commas. 

Write answers to each of the following questions, using a series of 
words in a sentence : — 

1. What four things do you do in school ? 

2. What can you buy at a furniture store ? 

3. What does the carpenter build ? 

4. What tools does a carpenter use ? 

5. Of what shapes may a biscuit be ? 

6. What are called the primary colors ? 

7. In what directions may a weather-vane point ? 

8. What drinks that you know of contain alcohol ? 

9. What are the duties of a gardener ? 



65 



LESSON 111. -"Who's" and "Whose." 

Who's is a contraction of who is. 

Whose asks to whom a thing belongs. Thus : — 

Who's going to the river to-day ? 

Whose apron is this ? — which means — To whom does it be- 
long? 

I. Supply who's or whose, and tell why you choose as you do. 

1. Do you know playing at first base ? 

2. turn is it to go to the bat ? 

3. house is that on the hill ? 

4. the owner of that house ? 

5. Tell me singing you like best. 

6. Tell me waiting at the station. 

II. Write three sentences using whose, and three using who's. Do 
not begin two alike. 



LESSON 11 2. -Meanings of Words. 

Learn what these things are from the dictionary or by asking ques- 
tions, if you do not knows ; then define in written sentences — 

prunes sugar cork veal bacon 

wine acorns straw lard ham 



LESSON 11 3. -Dictation. 

Toads, frogs, and lizards are reptiles. 
Here are elms, chestnuts, and maples. 
An open fire is warm, bright, and cheerful. 
March, April, and May are spring months. 
Children, don't say canH and won't. 



66 



LESSON 11 4. -A Vacation Letter. 

Up among the hills is grandfather's farm, where for weeks you 
have been staying. The letters that you send to your mother will 

be full of news. 
Write one now 
about farm life, or 
about catching 
" Old Dick " for a 
ride ; — how you 
came to meet — 
what each had been 
doing — in what 
sort of place you 
found him — what 
he looked or 
seemed to say — 
and why he was 
attracted by the basket. 
Make the letter tell what the 
picture tells, and more. 




LESSON 115. — Plural Possessives. 

1. What is added to a singular name to make it possessive ? 
2. What is added to make it plural ? 3. When you have a plural 
name, how do you make that possessive ? 

Change these expressions so that the possessive shall be plural 
and possessive. Explain each change in this way : "That boy's 
skates " means " The skates belonging to that boy." " Those 
boys' skates " means " The skates belonging to those boys." 

my friend's horse that thief's name the hero's hope 

the doctor's eye the lily's bell the mosquito's sting 

the fish's fins the baby's mother the wolfs den 



67 



LESSON 116. -Story-Telling. 

Reproduce this story, first orally and then in writing. Try to tell it 
smoothly. 

THE DAISY-PICKERS. 

A king once called his servants to him and asked them to gather daisies, — as 
many as they could find. The boys and the girls were delighted. They set off 
for the fields and hills, each striving to find the best. 

One little hoy was lame and could not run with the others. Soon quite 
alone, he limped to a shady valley near by, meaning to get what he could, though 
they might not be perfect ones. He quickly tired, and came back with only a 
handful. 

When all the king's servants were together with their flowers, the king took 
up the bunch that the lame boy brought, and said they were the brightest and 
the whitest of them all. 

LESSON 117. -A Talk about Plants. 

1. Mention something that lives in the air. On land. In water. 
2. Do any plants live in water ? Do any live in air ? 3. Mention 
the largest and the smallest of plants that you know. 4. Is the 
grass in a lawn one spreading plant, or many close together ? 
5. What leafless plants grow on rocks and the bark of trees ? 

6. What is the root ? 7. What is the part just above the 
ground ? 8. What other parts can you name ? 9. What is an 
unopened flower ? 

10. Do plants have a limited time of life ? 11. Find out some 
common plants that live only two years. Only one year. 12. Can 
you tell about some trees or other plants — how long they live ? 

Write what you have learned about plants from your conversation. 



LESSON 118. — Sixteen Plurals in ves. 

Most names ending in / or fe add simply s to make the 
plural. As, — 

griefs reefs fifes strifes 



68 



Sixteen common names ending in / or fe make their 
plurals by changing the / or fe to ves. They are, — 



calf . 
half . 
staff . 
beef . 
leaf . 
sheaf 



calves 


thief . . . 


halves 


elf . . . 


staves 


self . . . 


beeves 


shelf. . . 


leaves 


knife . . 


sheaves 


life . . . 



thieves 

elves 

selves 

shelves 

knives 

lives 



wife . 
loaf . 
wolf . 
wharf 



wives 
loaves 
wolves 
wharves 



Learn these plurals, and use each of them in a sentence. 



LESSON 119. — Divided Quotations. 

"Which of you," asked Mr. Brown, "can tell what a 
palace is ? " 

"I think," said Edna, "that a palace is a king's 
house." 

1. Read the question that Mr. Brown asked. 2. Into how many 
parts is it divided ? By what ? 3. How is each part enclosed ? 
4. What is it that we put into quotation marks ? 5. Why are not 
the words asked Mr. Brown enclosed in quotation marks ? 

6. Bead the second quotation. 7. What words divide it into 
parts ? 8. How are these words separated from the rest of the 
sentence ? 

Bemember that — 

When a quoted sentence is divided into two parts by other 
words, each part must be put into quotation marks, and sepa- 
rated from the rest of the sentence by a comma. 

Write the examples on page 69 as divided quotations by changing 
the place of expressions like he said. Thus : — 

" We shall go if it does not rain," he said. 
"We shall go," he said, "if it does not rain." 



— o 69 o— 

1 . " Run up the flag, for our side has won," Tom shouted. 

2. "Follow the left-hand road and you will find the spring," an- 

swered the guide. 

3. " How long it is since the train started ! " sighed Harry. 

4. " What is the use of the ship's rudder ? " we asked. 

5. The proverb says, " Where there's a will, there's a way." 



LESSON 120. -A Picnic Party. 




Tell and write about " Jennie Frye's Picnic Party." 

You will say where it was, — who were invited, — their prepara- 
tions, — how they went, — all about the place, — what they did, — 
the loss of Tom's hat, — the luncheon, — the return. 



70 



LESSON 121. — A Composition: Windows. 

Write what you know about " Windows" after examining those in 
your schoolroom and talking about them. 

1. How many of them are there ? 2. What are they for ? 
3. Why are they opened ? 4. What part is raised or lowered ? 
5. In what do the sashes move ? 6. What keeps the window open ? 
7. How many panes of glass are in each sash ? 8. How are they 
fastened in ? 9. What are the mullions ? 10. Why do we call 
glass transparent ? 11. What is a glazier ? 



LESSON 122. -A Story to be Guessed. 

Dozing, and dozing, and dozing ! 

Pleasant enough, 
Dreaming of sweet cream and mouse-meat — 

Delicate stuff ! 

Waked by a somerset, whirling 

From cushion to floor ; 

Waked to a wild rush for safety 

From window to door. 

— Lucy Larcom. 

I. Copy these two stanzas. Decide what they are about; who 
wanted the chair ; and who came bounding in with his mouth open 
and with dreadfully fierce eyes. 

II. Put the whole iyito a story, and make up an ending by telling 
what finally happened. 

LESSON 123. -Dictation. 

" Come again," said he, "when you can stay longer." 

" Mother," little Clara asked, "are the stars angels' eyes ? " 

" No, my darling," answered her mother, " they are great suns like ours." 

" All that glitters is not gold," should read, "Not all is gold that glitters." 



71 



LESSON 124. — Synonyms. 

sharp speed fault busy admits manners 
stops polite pain skill advice beating 

I. In the first column belov:, use words from the list in place of those 
that are italicized. In the second column, change both ivords. 

velocity of the wind courteous behavior 

follows good counsel acute suffering 

industrious as a bee acknowledges the defect 

a beaver's ingenuity ceases to throb 

a pointed stick confesses his error 

II. Write sentences containing these expressions. Explain orally 
the meaning of the ivords that you changed. 



LESSON 125.-Nine Plurals without s. 

Nine common names make their plurals without s. 
They are, — 



man . . 


. men 


ox . . 


. . oxen 


tooth . . 


. teeth 


woman . 


. women 


goose 


. . geese 


mouse . 


. mice 


child . 


. children 


foot . . 


. . feet 


louse 


. lice 



Make sentences, using two of the preceding words in each sentence. 

Most names ending in o are made plural by adding s ; 
some common ones, however, add es to form the plural. 

Learn to spell the following plurals. Then use each in a sentence. 

cargoes mottoes volcanoes 

calicoes negroes grottos 

echoes potatoes pianos 

heroes tomatoes solos 

mosquitoes torpedoes zeros 



^72 



LESSON 126. — Possessives. 

1. How do most plurals end? 2. How do most plurals make 
the possessive ? 3. What are the nine names that form their plural 
without s. 4. Give their plurals. 

The " nine plurals without s " are made to show pos- 
session by adding 's, just as in the singular. 

Which of these objects are spoken of as having more than one 
owner ? — 

a man's boot children's hands 

men's hats an ox's yoke 

a woman's shoes oxen's horns 

women's gloves a goose's foot 

a child's hands the mouse's nest 

Eemember that — 

In making names possessive we add only the apostrophe to 
plural names ending in s ; but to all other names we add 's. 

I. About each of these words ask yourself, first, "Is it plural ?" 
second, "Does it end in s ? " and then write its possessive. 

girls Charles banjos 

women ladies children 

wife oxen Mr. Foss 

monkeys foxes thieves 

altos milkmen buffaloes 

II. In one column write the singular of these words, and in another 
write their plural ; then change all the ivords in both columns into pos- 
sessives : — 

gentleman ; lady ; boys ; girls ; women ; child ; fairy ; negro ; calf ; 
hero ; church ; donkey ; lily ; Germans ; enemy ; Englishman ; sheep ; 
ostrich. 



73 



LESSON 127.-About a Picture, 

I. In a conversa- 
tion about parrots, 
learn what their 
habits are, where 
they are native, and 
what power they 
have of imitating 
speech. Tell about 
some particular par- 
rot if you can. 

II. Make up a 
story of "Poll's Morn- 
ing Call," as you im- 
agine it from the pict- 
ure. 

First describe 
Poll: her earlv home, 
who brought her, 
who owned her, how 
and where she was 
kept, what she liked 
to eat, how much 
freedom she had. 
Then narrate the morning call, giving the conversation between 
Poll and little Peter. 

III. When you write the story, be careful to use quotation-marks 
witliout a mistake. 




LESSON 128. -House-Building. 

Observe the houses that you pass on your way to school; ask and 
talk about all that is used in building them; then write upon the sub- 
ject. Make Sh OH Sentences. [Turn the leaf for questions.} 



— o74^- 

1. What are houses ? 2. Of what three materials are they chiefly 
made? 3. Of what kinds of wood? 4. Where does it come from ? 
5. Of what kinds of stone? 6. Where are the quarries? 7. Of 
what are bricks made ? 8. How are they fastened together ? 9. Of 
what is mortar made ? 10. With what are roofs covered ? 11. Why 
are houses painted ? 12. What metals are used in building, and for 
what purposes ? 



LESSON 129.-About Shoes. 

After a conversation lesson write, without the book, the best that you 
can about " Shoes." 

1. Do all tribes and peoples wear shoes ? 2. What strange kinds 
have you ever seen? 3. Of what were they made? 4. Of what 
are our shoes made ? 5. Name several parts of a shoe. 6. How are 
they fastened together ? 7. Name several different kinds of shoes. 
8. What are overshoes ? 9. Of what are they made ? 10. Where 
does this substance come from? 11. What animals wear shoes? 
Why ? 12. How many shoes does a horse wear ? An ox ? 13. Why 
does one need more shoes than the other ? 



LESSON 130.-" Not" and "No." 

No means not any. 
No thing means not anything. 
Nobody means not anybody. 
No one or none means not any one. 

When we use not in a sentence, we must use no other word that 
has not any in its meaning. Say — 

Do not make any mistakes, or Make no mistakes. 



-o75o- 

Never say " DonH make no mistakes," for that means "Do not 
make not any mistakes." 

Do not use "no " after "not" in the same expression. 

I. From the following words Jill each blank so that both sentences 
shall have the same meaning. Thus : — 

" I have no money " means " I have not any money." 

nothing nobody no one no not 

anything anybody any one not any none 

1. I don't want work, or I want work. 

2. I have seen one, or I haven't seen . 



3. He isn't doing , or He is doing . 

4. He knows — , or He does not know 

5. He never said , or He always said — 



6. He has pain, or He hasn't pain. 

7. I've called body, or I haven't called 



8. We have lost , or We have lost thing. 

9. I haven't , or I have . 

10. Haven't you thing ? or Have you ? 

11. Read aloud the first column of sentences; then the second. 



LESSON 131. -A Building Described. 

Write a full description of your schoolhouse. Follow this order : — 

Where it is ; what its surroundings are ; size of grounds ; when 
built ; of what materials ; the size ; height j kind of roof ; entrances ; 
number of rooms and halls ; kind of wood used to finish with ; how 
heated, ventilated, ornamented. 



76 



LESSON 132. -Two Letters. 

I. Write to your uncle a letter about going to school. 

Say where you attend ; what class you are in ; who your teacher 
is ; how far you have to walk ; in just what directions you go ; what 
streets you take ; what streets you cross ; what public buildings 
you pass ; whether you always return by the same way. 

II. Suppose that a letter from your aunt tells you that the " St. 
Nicholas " is to be sent to you for a year, as a birthday present. 
Write to her ivhat you ivoidd wish to say because of the gift, and what 
you expect from having the magazine to read. 



LESSON 133.- Study of Trees. 

[Compare Lesson 000.] 




I. Read this lesson through; then, during two or three days, look 
sharply at such trees as you see, learn what you can about them, and 
be prepared to answer these questions : — 

1. What is a forest ? 2. What is a grove ? 3. What kinds of 
shade-trees grow in your town ? 4. Which are brightest in autumn ? 



5. Name one that has a tall, straight stem. 6. Where do the 
branches commonly begin ? 7. Mention a kind whose main trunk 
stops short, and divides into branches. 8. What differences have 
you noticed in the barks of common trees ? 9. What must a plant 
have, to be called a tree ? 10. How old a tree have you seen ? • 

II. Compare the trees in the opposite cut as to trunks, leaves, and 
branching. Do they resemble any trees that you knoiv ? 



LESSON 134. — Practice in Story-Telli.ig. 

THE PATIENCE FLOWER. 

Annie and May were walking to the town. It lay fonr miles from their 
village. Each carried a basket of fruit which she hoped to sell. Annie looked 
unhappy. She sighed, and even grumbled. May talked brightly, and laughed, 
and looked merry. Annie said : ' ' How can you laugh ? — such heavy baskets, 
and you no stronger than I." "O," said May, "I slipped into my basket a 
tiny plant that makes it feel very light." " That must be precious. What is 
it?" Annie asked; "and where can I get some?" "If you please, it's the 
Patience flower," May answered ; "it grows wherever you let it." 



LESSON 135. — Practice in using Possessives. 

I. What is the ivork or business of each of the folloiving persons. 
Use the possessive form. 

boatman ' physician salesmen merchant 

minister expressmen carpenter laundryman 

postman miner iceman conductor 

II. Use the possessive, then the simple plural form, in giving the 
native land of different persons, as folloios : — 

The Dutchman's native land is Holland. Dutchmen live in Holland. 

Greek Dane Irishman Scotchman 

Welshman Spaniard Italian Portuguese 



78 



LESSON 136. -Synonyms. 

generous courage wastes copies huge way 

fearless grasping cost counts forces rock 

I. Change each of these phrases by using a word from the list, but 
keep the meaning about the same : — 

follow our models a benevolent man 

take a new route clutching the rope 

compels him to go estimates the expense 

squanders money without fear 

reward his valor immense boulder 

II. Put these expressions into written sentences. Use synonyms if 
you like. 



LESSON 137. — Verses to Remember. 

Learn this selection, and then write it from memory. 

Little by little the time goes by — 

Short if you sing through it, long if you sigh. 

Little by little, — an hour, a day, 

Gone with the years that have vanished away ; 

Little by little the race is run, 

Trouble and waiting and toil are done. 



LESSON 138. -About Water. 

First have a talk about water, — think of the jrtaces where it is found, 
and of the many uses that it has. Then write about it. 

1. Where does the water in a well come from ? 2. Why do not 
wells fill up with water ? 3. In what ways is water got from them ? 
4. Where else may we get water ? 5. Where does the water that 



79 



you drink come from ? 6. How is it brought to your house ? 7. Why 
does water rush from a faucet ? 

8. How is rain water caught so that we may use it? 9. What 
are reservoirs for ? 10. Where do clouds get their water ? 11. How 
many uses for water can you name ? 12. How many for ice and 
for steam ? 



LESSON 139. -A Loaf of Bread. 

I. In a conversation with your teacher and your classmates, try to 
tell what happens to the wheat from the time when it is planted until the 
loaf is put upon the 

table. 

II. Afterwards 
you may write about 
" A Loaf of Bread." 
Make short sen- 
tences. Here is the 
order : — 

Spring ; farmer ; plough ; harrow ; sowing ; sun ; rain ; ripening ; 
harvest ; reaper ; sheaves ; threshing ; mill ; miller ; grinding ; flour ; 
barrel ; cars ; merchant ; the money ; the cook ; milk ; water ; salt ;, 
yeast ; kneading ; raising ; oven. 




LESSON 140. — To describe an Umbrella. 

Your teacher may show an umbrella to you. and you will describe in 
this order its parts and its uses : — 

Parts : stick, ribs and braces, covering, springs. 

Stick : use, material, length, handle, thimble, or ferrule and tip. 

Ribs and braces : use, number, material, how fastened together. 

Covering : use, material, color, how fastened on. 

Springs: use, number, shape, structure, material. 
Uses: sun, rain, snow. 



80 



LESSON 141. -"It is I," etc. 

I. Study and repeat these sentences until they seem more familiar 
than the wrong forms are : — 



Present. 



Is it I? 

Isn't it she? 
Is it not lie ? 
Is it they? 
Isn't it we ? 



It's I. 
It is she. 
'Tis he. 
It's they. 
It's we. 



It is not I. 
It's not she. 
'Tis not he. 
It's not they. 
'Tis not we. 



It's not I. 
It is not she. 
It's not he. 
'Tisn't they. 
It isn't we. 



Past. 



Was it not I ? 
Was it she ? 
Wasn't it he ? 
Was it not they ? 
Was it we ? 



'Twas I. 
It was she. 
'Twas he. 
It was they. 
'Twas we. 



It wasn't I. 
'Twasn't she. 
It was not he. 
'Twas not they. 
It was not we. 



'Twas not I. 
It wasn't she. 
'Twasn't he. 
It wasn't they. 
'Twasn't we. 



Fill the blanks with I, he, she, we, or they : — 

Who. is that at the door ? It's . 

Is that your sister Emily ? 'Tis not . 

Was it your brother that fell ? Yes ; it was 
Was it you or Edward ? It was neither 



II. 

1. 

2. 
3. 
4. 

5. Was it not the Rays that called ? No ; it wasn't . 

6. Is it you two that are going ? No ; it is not . 

7. Wasn't it that sold the farm ? 'Twas . 

8. Was it or that was invited ? 'Twasn't . 

9. Is it or that he means ? It isn't . 

10. What would you do if you were ? 

11. Some one may do it ? but it won't be . 

III. For any one who cares to speak correctly, which do you think 



is the better motto, 
fection " ? 



Practice makes perfect," or, " Trifles make per- 



81 



LESSON 142. -A Study of Trees. 

1. Name the parts of a tree, beginning with, the lowest. 
2. Which parts are most useful to man ? 3. What part becomes 
India rubber ? or maple sugar? or spruce gum? 4. What part is 
used for tanning leather ? What is cork ? 5. Name some trees 
that are valued for their fruit. For the color and hardness or the 
beautiful grain of their wood. 6. From which do we get lumber 
for building ? Which are most used for fuel ? 

7. Tell what climb and fly and creep into trees. What jump 
from, limb to limb ? 8. How do woodpeckers get their living ? 
9. Do you know what sound the tree-toad makes ? 

10. What is Arbor day ? Why need we plant trees and care for 
them? 

Write a composition about trees, making several paragraphs. 



LESSON 143. — Homonyms. 

1. What do we call words that have nearly the same meaning ? 
2. Mention two synonyms. 3. Are know and no alike in meaning ? 
4. Are they alike in sound ? 

Words that sound exactly alike are homonyms. 

I. Of the following words, first use each one in a statement, a com- 
mand, or a question; then find a homonym for it, and put that into a 
sentence to show the different meaning : — 



fair 


blew 


sealing 


flower 


peal 


dyeing 


knew 


bare 


strait 


rain 


waist 


heard 


slay 


lain 


gait 


made 


way 


stairs 


yolk 


peace 



II. Find synonyms for ten of the preceding words. 



82 




83 



LESSON 14 .-A Picture to Study. 

I. Make a list of all that you see in the picture. Then divide the 
■picture into three parts, and describe each one carefully. 

II. Make up a story of " Helen and Karl's Afternoon in the Gar- 
den" and write it out. 



LESSON 145.-" Doesn't" or "Don't." 

I. Study these contractions and repeat them until they become so 
familiar that anything different will sound wrong : — 



He does not 
She does not 
It does not 
One does not 
I do not 
You do not 
We do not . 
They do not 



He doesn't. 
She doesn't. 
It doesn't. 
One doesn't. 
I don't. 
You don't. 
We don't. 
They don't. 



Does he not ? 
Does she not ? 
Does it not ? 
Does one not ? 
Do I not ? . 
Do you not ? 
Do we not ? 
Do they not ? 



Doesn't he ? 
Doesn't she ? 
Doesn't it ? 
Doesn't one ? 
Don't I ? 
Don't you ? 
Don't we ? 
Don't they ? 



II. Put do not sing, or does not sing, after each of these words, 
and repeat the sentences rapidly : — 



he 



we 



she 



it 



they sne one two you 

In the same way use the contracted forms don't sing, or doesn't 
sing. 

III. Use do not, or does not, in asking questions about these 
things. Then use instead the contractions don't or doesn't. 



birds 


coal 


rice 


a week 


pines 


a bee 


wood 


tea 


April 


fire 



IV. Try to tell when we are to use don't and when doesn't. 



— o84o— 

LESSON 146. — Poetry turned to Prose. 

COASTING. 

A hill ; a sled all painted red, — 

The name in yellow ; 
A boy in cap, mittens, and wrap — 

A happy fellow ! 

The track like ice — that's very nice ; 

A scrape and rumble ; 
A little swerve ; a tricky curve — 

And such a tumble ! 

A whirl ; a stop ; the sled on top ; 

Snow all this hiding ; 
A merry laugh, — yet this is not half 

The fun of sliding ! 



— W. E. Mather. 

I. Take the ideas that you get from the stanzas and put them into 
complete sentences, following this order : — 

I. The boy. 2. The sled. 3. The coast. 4. The start. 5. The 
accident. 6. The result. 

II. The story may aftenvards be written out. 

LESSON 147. -About Animals. 

I. Answer the following questions orally in complete sentences : — 

1. Do both plants and animals have life ? 2. Have they feeling ? 
3. Can they move from place to place ? 4. Do any animals live in 
the ground ? 5. Try to explain the difference between a plant and 
an animal. 

6. Tell four ways in which animals move about. 7. Which is 
the slowest way, and which the quickest ? 8. Mention an animal 
that goes in the first of these ways ; in the second ; in the third ; in 



— o 85 - — 

the fourth. 9. Name an animal that has two ways of moving, and 
tell what they are. 10. Have any animals three ways ? 

11. Name an animal that lives only on land. 12. Name one that 
lives only in water. 13. One that lives both on land and in water. 
14. Do all animals have blood ? 15. Do they all breathe air ? 

II. Write answers to the questions as if you were talking about 
animals. 

LESSON 148.-" Did" or "Done." 

Edward has done well to-day. 

I did better yesterday. 

The boys have done their work quickly. 

Who did the example first ? 

Have you done your tasks faithfully ? 

He had done the errand already. 

1. Did and done are forms of do. 2. Which of them is nsed 
with has ? 3. Which is used with have? 4. Which with had? 
5. Which would you use with ivas or will be or may be ? 

Done is used after have, has, or had. 

Did must never be used after have, has, or had. 

Fill the blanks with did or done, as you think right : — 

1. Who did it ? The blacksmith it. 

2. He has it just right. 

3. Have they the printing yet ? 

4. Yes, they it last Tuesday. 

5. Who your work ? My friend it. 

6. Who has wrong ? They done wrong. 

7. Who the hardest part ? He it very well. 

8. Have you what I asked ? 

9. I saw him when he it. He has it well. 



86 



LESSON 149. -Story-Telling. 

Tell the story of the daisy chain, after hearing it read. Then write 
it out. 

THE DAISY CHAIN. 

Margaret had left six dolls on the piazza sick 
with measles, and had spent the summer morn- 
ing picking daisies and twining them into a 
long chain. Tired at last of the pretty play, she 
took the chain in her apron, and went back to 
look after her dolls. There she saw her father, 
Mr. Brown, sitting in a low piazza-chair, with 
his hat on, and fast asleep. ' ' Poor, dear papa ! 
How tired he is ! I will make him my May Queen," said the busy 
little girl. 

Very gently she took his tall, shiny, silk hat into her tiny hands, 
wound it from top to brim with her daisy chain, and as gently put it 
back on his head. She wondered why he did not always have it 
trimmed with flowers, for it looked much prettier so. 

Suddenly Mr. Brown awoke, and it was time to meet some business 
men. He went, and entered the room in view of all. Then he took 
off his hat. It was a pleasant meeting, and each man wore away in his 
button-hole one of Margaret's daisies. All the hot afternoon, dull offices 
were brighter for the presence of the cheery flower, and many a weary 
man laughed heartily at the prank of this little girl. 




LESSON 150. — The Two Parts of a Sentence. 

First : The Subject. 

Supply words to show what it is that the other words say something 
about : — 

blows. float in the sky. 

growl. rises in the east. 

crow. are brought from Florida. 

Every sentence has two parts. One part shows ivhat 
the rest says something about. This part is the Subject. 



When we say " Water freezes," the word water shows what it is 
about which we say freezes. 

I. Bead the words that show what we speak about in these sen- 
tences : — 

The rain falls. Butter is made of cream. 

The lightning flashes. Turtles lay eggs in the sand. 
The thunder rolls. Some fishes have no eyes. 

Copy the sentences, drawing a vertical line after the subject. 

II. Make sentences, using these words as subjects; — 

watches frogs the Indians 

vases oxen our house 

clouds mittens some boys 

cold weather bits of paper pens and ink 

The subject is the part that shows what the rest of the 
sentence says something about,* 

Second : The Predicate. 

Supply one or more words to show ivhat is said about each of these 
subjects : — 

Dogs . The sun . Charles . 



Birds . Grace . The train 

Fishes . Ice . The owl - 



Besides the subject, every sentence has another part 
that shows what is said about something. This part is 
the Predicate. 

When we say, " The stars twinkle," twinkle shows what is said of 
the stars. 



* To the Teacher. — Be sure that the learner discriminates between the subject and 
the thing represented by it ; between words and what they stand for. 



^>88<>— 
III. In each of these sentences, what do we speak about? What is 



said about it? 

A triangle has three sides. 
A soap-bubble is a sphere. 
The peacock came from Asia. 



The bear slept all winter. 
A cat has eighteen claws. 
The oak tree bears acorns. 



IV. Supply subjects for these predicates : 

drinks at the trough. 

swim in the sea. 

grow in the ponds. 



brings the letters. 

carries the news. 

sharpens the knife. 

The predicate is the part of a sentence that shows what is 
said about something. 



III. In 



LESSON 151. — Stems, Trunks, and Wood. 

I. 1. What is meant by the stem of a plant ? 
What plants have stems that are of wood ? 
2. What are shrubs and bushes ? 3. What 
kind of stem do herbs have ? 4. What kind of 
stem lives through the winter ? 5. Explain how 
oaks and grasses behave in a gale of wind. 

6. What is the covering of tree trunks ? 
7. Of what use is it to a tree ? Where does 
the sap flow up ? 8. What is the meaning of 
the rings in the wood ? 9. How old a tree 
is shown in the cut ? 10. Can you see any 
year-marks in the wood of your desk, or in 
the floor ? 11. Mention some of the uses of 
wood. 12. What is the color of pine wood ? 
Of ebony ? Of mahogany ? 

II. Collect specimens of different woods, 
and compare the grain, color, fineness, etc. 

a composition about " Wood," give its origin, kinds, and uses. 




^89o— 

LESSON 152.— A Description. 

JAMIE, THE GENTLEMAN. 

There's a dear little ten-year-old down the street, 
With eyes so merry and smile so sweet 
I love to stay him whenever we meet ; 
And I call him Jamie, the gentleman. 

His home is of poverty, gloomy and bare ; 
His mother is old with want and care, — 
There's little to eat and little to wear 

In the home of Jamie, the gentleman. 

He never complains though his clothes be old, — 
No dismal whinings at hunger or cold ; 
For a cheerful heart, which is better than gold, 
Has brave little Jamie, the gentleman. 

His standing at school is always ten, 
For — "Diligent boys make wise, great men, 
And I'm bound to be famous some day ; and then " — 
Proudly says Jamie, the gentleman, — 

" My mother shall rest her on cushions of down, 
The finest lady in all the town, 
And wear a velvet and satin gown." — 
Thus dreams Jamie, the gentleman. 

" Trust ever in God," and "Be brave and true," — 
Jamie has chosen these precepts two ; 
Glorious mottoes for me and for you. 
May God bless Jamie, the gentleman ! 

— Mabel C. Dowd. 

Study the description of "Jamie, tJie Gentleman "; then tell and write 
about him in your own language. Describe — 



1. His personal appearance. 

2. His home. 

3. His disposition. 



4. His character at school. 

5. His love for his mother. 

6. His mottoes. 



90 



LESSON 153. — The Coverings of Animals. 

Answer the following questions in a conversation lesson, and after- 
wards write about " The Coverings of Animals." 

1. What is the covering of oysters and of snails? 2. Of what 
use is it to them ? 3. Mention several other animals with different 
kinds of coverings. 4. Why do animals need more than a skin? 
5. What coverings of animals are useful to man ? 

6. What is made from the hides of oxen? How is it used? 
7. What is done with the hair? 8. How are the manes and tails 
of horses used ? 9. What do we get from seals and beavers ? from 
birds? from tortoises? 10. How is the product used? 11. Men- 
tion other fur-bearing animals. 12. What are bristles, down, parch- 
ment, kid? 



LESSON 154. -"See, Saw, Seen." 

I see it now. He sees us now. 

I saw it yesterday. He saiv us last week. 

I have seen it often. He has seen us before. 

See, sees, saw, and seen are forms of see. 
Which forms refer to what is done now ? 
Which refers to what was done in the past ? 
Which is the form used with have, has, was, etc.? 

Supply see, saw, or seen : — 

1. Yesterday we the sun set. 

2. Have you ever anything more beautiful ? 

3. We Mt. Washington last summer. . 

4. The owl in the night. 

5. Have you an eclipse ? 

6. Yes ; I one last year. 

7. Had you never one before ? 

8. I him when he did it. 



91 



LESSON 155. — Names or Nouns. 

The sun ripens the grain. 
The leaves cover the trees. 
' The branches bend with fruit. 
Bo flowers grow by the roadside ? 

1. What words in these sentences are used as names? 2. Which 
of them mean more than one ? 3. Give the names of four things to 
be seen in the sky. 4. Of five things that may be bought at a store. 
5. Of four wild animals. 6. Of four animals that fly. 7. Of four 
parts of a leaf. 

I. Ten of the following words way be used as names. Which are 
they? 

true ; watch ; beautiful ; tack ; think ; steamer ; steam ; straight ; 
paint ; bank ; crocus ; miller ; tired ; angry ; anger ; strong ; strength. 

All words used as names are called Nouns. 

II. Make a list of all the nouns used in Lesson 80. 

III. Write twenty plural names or nouns, each beginning with a 
different letter. Use each one in a sentence. 



LESSON 156.— Synonyms. 

Select from the following words those that are synonyms, and write 
them by twos. Find homonyms for five of them. 



uproar 


sight 


throng 


crafty 


appear 


gale 


grieve 


fury 


mourn 


total 


rage 


squander 


high 


crowd 


tempest 


lofty 


scene 


waste 


cunning 


whole 


shrieks 


clamor 


seem 


screams 



92 



LESSON 157. — Thoughts from a Picture. 



<5odJijtry. 




Select what you think are the three most important parts of this pic- 
ture, and give a full description of each one orally. 



93 



II. 



1. How many persons can you find in the picture ? 2. Of what 
use are the fences ? 3. Of what are they made ? 4. Find a hay- 
shed, a cattle-shed, a church, and a bridge, and explain the use. of 
each. 5. How are the logs fastened to the sledge? 6. Do you 
think the big log is to be sawn into boards or chopping-blocks, or 
split for firewood? 7. Among the shrubs can you find the stag- 
horn sumac? 8. Does anything about the pond show whether the 
snow has just fallen ? 

Now give a description in writing of some part of the winter scene. 



III. 

Say what changes there would be if the picture were taken in summer. 
Do not forget the snowballs and the church-roof, nor the clothing of 
the boys and of the trees, nor what would be paying visits to the 
flowers. 

IV. 

Contrast the sports of winter with those of summer, putting them in 
two lists. Tell which you prefer, and why. 



LESSON 158. -A Stanza to Learn. 

Where does the snow go, 

So white on the ground ? 
Under May's azure 

No flake can be found. 
Look into the lily 

Some sweet summer hour ; 
There blooms the snow 

In the heart of the flower. 

— Lucy Larcom. 



94 



LESSON 159. -A Letter to Write. 

For Boys. — Write such, a letter as you might send to a friend 
who had asked you to go fishing with him next Saturday. If you 
do not need to thank him for asking you, say whether you think it 
was a good plan to make. Say where and when you will meet him, 
or that you must play with your club in a match game of ball. If 
you think that the fish ought to be left in the pond, because nobody 
wants them to eat, say that; but write pleasantly. 

For Girls. — Imagine a tea-party that you might have had in the 
garden last Saturday. Write to one who was expected, but who 
was too ill to come, and tell her all about it, — the company, the 
table, how it was set, the seats, the talk, and, if you like, the sudden 
shower. 



LESSON 160. — Forms for Past and Present. 

There ! The whistle Mows. 
The whistle bleiv last night. 
The whistle has blown every day this week. 

1. Which word tells what the whistle does now? 2. Which 
tells what it did yesterday ? 3. What form is used with has? 

Present forms tell what happens now. 
Past forms tell what happened in the past. 







Form with, have, has, is, am 


sent Form. 


Past Form 


are, was, were, be, been. 


blow 


blew 


blown 


draw 


drew 


drawn 


% 


flew 


flown 


know 


knew 


known 


throw 


threw 


thrown 



I. 1. Give the past form of the words in the first column. 
2. Give the form used with have. 3. Is it right to use has with the 



-^95o— 

words in the second column ? 4. Use has with the words in the 
third column. 5. Use have; was; are; will be. 

II. Supply the proper form in each sentence : — 

Blow. — Last night the wind down a large tree. 

Draw. — Those horses have never a heavy load. 

Fly. — Not long ago a pigeon six hundred miles. 

Know. — Columbus never that he had seen a new continent. 

Throw. — A rope was to the man in the water. 

Throw. — It was a sailor who it to him. 

Blow. — All the dust is away. 

Fly. — The wild geese have to the south. 

Draiv. — Yesterday we an ivy -leaf . 

Know. — We never have as many as you. 



LESSON 161. -"My School Desk." 

After talking about your desk, ivrite a ivell-arranged description of 
it. Follow this order : — 

Parts. — Standards, box, finished top. 

Standards. — Material; shape, and reason for it; why painted; 

how fastened above and below. 
Box. — Kind of wood ; how coated ; length, width, depth ; num- 
ber of pieces ; their names ; how fastened together. 
Top. — Why level or sloping ; ink-well; groove; rail. 
Uses. — Outside ; inside. 



LESSON 162. -Words to be Defined. 

After talking about what are mentioned below, write sentences to tell 
what each is : — 

a cripple a nurse a prison 

a hospital a patient a warden 

a surgeon an asylum a work-house 



96 



LESSON 163. — Thoughts about a Picture. 




I. Tell exactly what you see in this picture. 

II. After a conversation-lesson, write about " Life among the Esqui- 
maux." You must know about their country ; climate ; nights and 
days ; the looks of the people ; dwellings ; furniture ; clothing ; food ; 
and how they get what they have. 

III. Compare the girl and the boy in the picture. Think how they 
speak, where they have lived, and how they have learned what they 
know. 



LESSON 164. -About Climate. 

1. Where does the sun shine directly down upon the earth ? 
2. Which parts of the earth have the coldest climates ? 3. Which 
have the hottest ? 4. What makes the difference ? 5. On leaving 



— o 97= — 



" Climate lasts all the time : 
weather only a feir days." 

—A Little Girl. 



the warm earth to climb a high mountain, does the air grow hotter 

or colder ? 6. Does the ground freeze in winter all over the earth ? 

7. How far down do you think 

the frost goes in winter ? 8. Will 

trees grow where the ground never 

thaws ? 9. Do you know what 

lichens are ? Or where they grow ? 

10. Why do not plants grow in places called deserts ? 11. Where 

should you go to find a moist climate ? 

I. Write ivhat you have learned about u Climate.'''' Mention some- 
thing else that you have observed, or would like to know, about climate. 

II. Describe the climate in which you live. Explain how it is 
different from severed others that you have heard of. 



LESSON 165. -A Talk about Roots. 




1. Where do plants get their food ? 2. What serves as a mouth 
to take it up ? 3. What dissolves the dry food of the ground ? 
4. When in the year does the sap of trees flow ? 5. What use does 
the tree make of it ? 6. Of what use are roots in a storm ? 7. Eind 
a tap-root in the picture. 8. Mention some roots that are used for 
food. 

9. Mention a tree whose stem and roots and leaves live through 
the winter. 10. One whose stem and roots alone live. 11. What 
plants live as bulbs ? 12. In beets or parsnips, what part lives ? 



98 



13. Name some plants that live through the winter only in the seed. 

14. If a plant lives only in its roots, will they be thread-like, or 
fleshy ones ? 15. Explain from the picture which roots are conical, 
fibrous, turnip-shaped, fleshy. 



LESSON 166. — Proper Nouns. 

1. Which of these names apply to you ? 

boy pupil daughter animal niece 



girl 



son 



child 



nephew singer 



2. Might they describe any one besides you? 3. How many 
others ? 4. What is your own name ; that is, what name was meant 
for you and no one else ? 5. Which of the following names belong 
to one person only ? 

officer patriot 



man 
soldier 



citizen 



William T. Sherman 



6. Which of them would be used of many other persons ? 
7. Mention a name that is the property of only one man. 8. Of 
one woman. 9. Of one city only. 10. Of one country. 11. Of one 
island. 12. Of one nation. 

13. Mention a name that may refer to each one of more than 
ten thousand animals. 14. To each one of a million persons. 
15. To each one of a thousand streams of water. 16. To all bodies 
of land surrounded by water. 17. Which of the following nouns 
belong to just one person, place, or thing ? 



river 


Amazon 


president 


Abraham Lincoln 


city 


Brooklyn 


country 


France 


town 


Melrose 


state 


Maine 


street 


Broadway 


ocean 


Atlantic 


mountain 


Etna 


book 


"The Arabian Fights " 



18. Which of them may apply to any one of the kind, or to all of 
the kind ? 



A special name that is meant for one individual only, 
is a proper name, or Proper noun. 

A name that applies to any or all of a certain kind, is 
a common name, or Common noun. 

Remember that — 

Proper nouns should begin with capitals. 



LESSON 167. -Letters to Write. 

I. 

Write a letter to interest a person ivho once lived in your town, but 
who has now been away for a year. 

Call the name Edward or Mary Norman of Ithaca, N.Y. Mention 
changes in streets ; buildings added ; persons who have changed 
their residences, or who have come to live in town; what has 
changed in school; and say how you spend your time now differ- 
ently from the way in which you used to spend it. 

II. 

Think of some friend who is almost a new one to you ; the per- 
son's name ; where the person lives ; how you became acquainted ; 
what you liked at first; what you have found about the person's 
likes or dislikes ; and what is done to keep up friendship. 

Write a letter to an old friend, — say Jane or Joe Stanton, of Cin- 
cinnati, Ohio, — telling about this new friend. Add the envelope 

address. 

III. 

Write a letter to whomever you choose, telling of any plans that yon 
have made for summer or winter, or for every day. 

Say what you like to do. Ask for a letter of the same kind in 
reply, telling you what is happening where your friend lives, and 
when there is to be a chance of meeting. 



100 




101 



LESSON 168.-Birds and their Nests. 

I. Give a fall description of the picture on the opposite page. Begin 
with ivhat is most important, and finish ivith details. 

II. After one or two talks about " Birds and their Nests," ivrite 
ivhat you think of them, and what you have learned about them. 

1. What wild birds do you know by their color, or by the mark- 
ing of their feathers ? 2. Do you know any of them by their song 
or cry ? 3. Or by their manner of flying ? 4. Do the two parent 
birds always look alike ? 5. Do they sing the same song ? 

6. Where do birds pass the winter? 7. When do they build 
their nests ? 8. Describe any nests that you have seen. 9. Where 
were they built ? 10. What were they made of ? 11. What pro- 
tects nests from the rain ? 12. What animals molest birds while 
nesting ? 13. How do birds behave when the nest is in danger ? 

14. When they attack an enemy, what weapons do they use ? 

15. How do the nestlings get their food ? 

16. Why are birds more helpful than harmful to farmers ? 
17. What is there about birds that you like ? 18. Can you think 
of any good reason for stealing their eggs ? 



LESSON 169. -A Story to be Told. 

Read this story or hear it read; then reproduce it, and write it. 

WAS HE A COWARD? 

Charlie Bennet's schoolfellows called him a coward because he always refused 
to fight. One day, however, they changed their minds about him. They had 
been throwing stones at a helpless pony in a field, as if they thought it an amuse- 
ment to do so. Charlie protested again and again, but as they refused to stop, 
he rushed at the biggest among them — the bully of the school — and knocked 
him squarely down. That stopped the stoning, because all were so much surprised. 
Then they had time to think coolly about the pony, and whether Charlie Bennet 
was right. They found that he was ready to defend any one from being treated 
unkindly — any one but himself. 



102 



LESSON 170.- Poetry to Learn. 

THE RAIN-DROPS. 

To the great brown house where the flowerets live, 

Came the rain with its tap, tap, tap ! — 
And whispered : " Violet, Snowdrop, Rose, 
Your pretty eyes you must now unclose 

From your long, long wintry nap ! " — 

Said the rain with its tap, tap, tap ! 

From the doors they peeped with a timid grace, 

Just to answer this tap, tap, tap ! 
Miss Snowdrop courtesied a sweet " Good day ! ' ? 
Then all came nodding their heads so gay, 

And they said : " We've had our nap. 

Thank you, rain, for your tap, tap, tap ! " 

— George Cooper. 

LESSON 171. — Words made from Proper Nouns. 

Have you a Japanese screen? 

It was a star of African diamonds. 

1. How do proper nouns begin ? 2. From what word is Japanese 
made ? How ? 3. What kind of noun is Japan ? Why ? 4. From 
what noun is African made? 5. Why do Japanese and African 
begin with capitals ? 

All words f owned from proper nouns should begin with 
capitals. 

Supply ivords made from proper nouns: — 

1. The people of France speak the language. 

2. carpets are made in Persia. 

3. People born in America are . 

4. Columbus sailed under the flag. 

5. Ours is the language. 



103 



LESSON 172. -A Business Letter. 

Copy the following letter, carefully observing the arrangement and 
punctuation of — 

(1) The Heading, (2) The Address, (3) The Salutation, (4) The 
Body of the Letter, and (5) The Ending. 

^-v. f»£AoweJ 










fcA/O/HG] 



C*£.J2Jt 




— o 104 o — 

LESSON 173. — Two Business Letters. 

I. 

Suppose that you wish to subscribe for "Harper's Young People." 
Following the model in the last lesson, write a suitable letter to 
Harper & Brothers, calling their place of business 327 Pearl St., 
New York. The price is two dollars a year. 

II. 

The writer of the letter in Lesson 172 changed her residence, in 
October, 1891, to Cleveland, Ohio, 946 Euclid Ave. She wishes the 
publishers of the magazine to send her copy to her new address. 
Write her letter, remembering that the old address must be men- 
tioned, too. 



LESSON 174.— A Story to be Reproduced. 

Listen to the following story as it is read and told in different ways 
by your teacher, and reproduce it, first orally, then in writing. 

Or, if your teacher thinks better, you may read it silently tivo or 
three times, and then tell and write it. Choose a title for the story. 

A Newfoundland dog and a mastiff had a quarrel. They were fighting on a 
bridge, and suddenly, being almost blind with rage, over they went into the 
water. 

The banks were so high that they were forced to swim a long distance before 
they came to a landing-place. This was easy for the Newfoundland dog : ' he 
was as much at home in the water as a seal. But not so with poor Bruce. He 
struggled and tried his best to swim, but made little headway. 

Old Bravo, the Newfoundland, had reached the bank, and turned to look at 
his enemy. He saw that the other dog, whose strength was fast failing, was 
likely to drown. So what should he do but plunge in, seize the mastiff gently 
by the collar, and, keeping his nose above water, tow the poor fellow safely into 
port. 

It was curious to see the dogs look at each other as soon as they had shaken 
their wet coats. Their glances said as plainly as words, "We'll never quarrel 
again." 



105 



LESSON 175. -Verbs-Words that Assert. 

Winter goes. The buds open. 

Spring comes. Flowers blossom. 

The grass appears. The robin sings. 

1. What word tells what winter does? 2. What tells what th? 
flowers do ? 3. What does comes tell us ? open? appears? sings? 

I. Supply words to tell what these things do : — 

Hens . Cats . Lambs . Fire . 



Doves . Geese . Plants . Rivers 

II. Tell who or ivhat — 

build houses. live in the sea. 

preach sermons. grow by the river. 

water, the earth. comes in December. 

rings the bell. shines all the time. 



A word used in a sentence to tell what things do is 
called a verb. 

III. Find the verbs at the beginning of Lessons 110 and 155. 



LESSON 176. -A Talk about Flowers. 

1. What do you like about flowers, besides their shape and their 
sweetness ? 2. Do you like them better in the fields or in bouquets ? 
3. Do you strip the leaves from their stems when you pick them ? 

4. Give the names of some wild flowers that you know ; say 
where you would go to find them, and at what time of year. 5. How 
may it happen that, where there are a few wild flowers one year, 
there will be none the next year? 6. When, except at night, do 
you find flowers shut ? 7. In tropical countries, when do flowers 
bloom ? 8. Where do we get them in winter ? 



— o 106 o — 

9. What good uses may be made of flowers ? 10. How do birds 
and insects use them ? 11. Of what use is the oil that flowers 
yield ? 12. Do you know of any use for them when dried ? 
13. Where, besides in pictures, have you seen imitations of flowers ? 

I. If you have kept a flower-garden, or had a plant that blossomed, 
give a little description of it. 

II. Write what you think about " Flowers and their Uses. 19 



LESSON 177. -The Parts of a Flower.* 

I. What do we call unopened flowers ? Find two in the cut. 
2. In Fig. 1, what three parts do you see ? 3. What color does 
the calyx commonly have ? 4. What does it protect ? 5. What 
colors have you seen on the corolla ? 

6. In Fig. 2, how many petals has the corolla ? 7. How many 
sepals make the calyx ? 8. In what order are they arranged ? 
9. How do they differ in shape ? 10. Is the corolla of a flower 
always in several parts ? What is shown in Fig. 3 ? 

II. Where do birds and bees find honey ? 12. Describe what is 
just inside the corolla surrounding the centre of the flower in Fig. 4. 
13. In this circle of stamens how many do you count ? how many 
in Fig. 5 ? in Fig. 6 ? 

14. Describe what the flower in Fig. 4 has for its centre. What 
is this part called ? 15. What parts of a flower are shown in Figs. 
5 and 6 ? 16. Where would you look in a cherry blossom for the 
part that will become the fruit ? 17. Can you find that part — the 
ovary — in Fig. 6 ? in Fig. 4? in Fig. 5? 18. Describe what rises 
from the middle of the ovary and what it bears at the top. 19. In 
which figure do you see just where the seed is ? 

* According to the previous training of the class, the simple analysis given on 
the next page may be divided between two, or among several lessons. It may be 
repeated from time to time with different flowers. 



107 




Take a simple flower in your hand, and with the help of your teacher 
and the illustration find the parts that are named below. Then write a 
description of the one that you have before you. 



Pedicel, the flower stem. 

Calyx, leaflets covering the bud, 

— each one a Sepal. 
Corolla, inner leaflets of the 

flower, — each one a Petal. 
Stamens, thread-like Filaments 

just inside the corolla, with 



Anthers at their tops, con- 
taining the powdery Pollen. 
Pistil, the centre of the flower, 
with the Stigma at its top, 
supported by the Style, and at 
the base the Ovary in which 
the Seed will be formed. 



— 3 108 o — 

LESSON 178. — A Selection to be Memorized. 

First the blue and then the shower ; 

Bursting bud and shining flower ; 

Brooks set free with tinkling ring ; 

Birds too full of song to sing ; 

Crisp old leaves astir with pride, 

Where the timid violets hide ; 

All things ready with a will, — 

April's coming up the hill. 

— Mary Mapes Dodge. 



LESSON 179.— Adjectives: to describe What is Named. 

Yellow roses. A sad face. Willing hands. 

Bright skies. Short stories. A dark night. 

Happy children. Cross words. Fragrant flowers. 

1. What names or nouns are used here ? 2. What kind of roses 
is mentioned ? 3. What word describes the skies ? the stories ? 
the hands ? 4. For what is happy used ? sad f dark ? fragrant f 

I. Think of words that will describe these things by showing what 
kind is meant : — 

bear. spring. lesson. roads. 

well. ice. friends. lion. 



II. What may these words describe ? — 
sour old lofty noisy fair 

sweet yo^ n g l° w quiet ugly 

A word used to describe what is named is an Adjective. 

When two adjectives that describe are used together, they must 
be separated by a comma. As, — 

A long, hard lesson. A bright, cool day. 



LESSON 180. -Verbs 



Foxes - 
Bees — 

Ants - 
Honey 



- cunning, 
industrious, 
insects. 

— sweet. 



1090— 

to tell or assert Something. 

Bats not birds. 

The house deserted. 

The ground tilled. 

We ■ refreshed. 



1. What word describes foxes ? bees ? honey ? 2. For what is 
deserted used ? tilled f refreshed f 3. What is a statement ? 4. Does 
the first expression tell anything about the foxes ? 5. Is it a state- 



ment ? 6. What word is omitted 



What word is needed in the 



second expression to tell or say something about bees ? 8. Supply 
a word in each blank to tell what the things mentioned are. 

9. Bead the following expressions. Do they seem like sen- 
tences ? Supply a word that will make sentences of them. 



Cora her cloak. 

He some curious stones. 

Lizards reptiles. 

Beech trees smooth bark. 



A cube six sides. 
I to school early. 
Pines evergreens. 
Snails very slowly. 



Every sentence must have a word in it to tell, or say, 
or state what things do or are. 

Words that tell or assert are Verbs. 



I. Select the verbs in these sentences : — 



1. I am a child. 

2. Bice is a grain. 

3. The tide rises fast. 

4. The sun lights the moon. 

5. The moon shines on, us. 



6. No one lives in the moon. 

7. The sap flows in spring. 

8. The ravine leads to a cave. 

9. No rain falls there now. 
10. Honor your parents. 



II. Find as many verbs as you can in Lesson 134. 

A word that tells or asserts something is a verb. 



110 



LESSON 181. -Camel Studies. 

I. Give a de- 
scription of this 
camel Notice 
the size of the 
body, and of the 
legs, head, neck, 
and tail. Notice 
whether any 
part has a pecu- 
liar shape; and 
describe the 
feet, the hair, 
the eyes, and 
the expression. 

TI. After read- 
ing the following 
questions, learn 
what you can 
about the habits of camels, so as to be ready for a talk in your class. 

1. Where and when have you seen a camel, or do you know the 
animal from pictures only ? 2. Was it an African camel with one 
hump and short hair, or an Asiatic camel with two humps and long 
hair? 

3. Mention other animals that chew the cud and have cloven 
hoofs. 4. What two kinds of teeth do such animals need — unlike 
the teeth of dogs and cats ? 5. What are camels used for ? 6. What 
use is made of their hair ? 

7. Most camels go only at a walk and no faster than a man. A few- 
are taught to go three times as fast. Have you seen a picture of a 
camel kneeling for his rider and bearing his wooden saddle ? 8. What 
protects his knees so that he easily rests all night upon them ? 
9. What kind of lips and tongue must he have, since he is fond of 
chewing thistles ? 




o Hlo— 

10. Which would sink deeper in sand — an ordinary hooi, or a 
small one like the camel's, with a broad, soft pad behind it? 
11. His hump of fat is a supply when he is short of food. Suppose 
him to be crossing a desert of hot sand and barren rock, with sand 
winds blowing : explain the advantage of having cushioned feet, of 
being able to close the nostrils, of not perspiring, and of being able 
to carry an extra supply of water in a special stomach. 

III. Write about " Camels and their Habits," explaining in what 
ivays they are adapted to their work. 



LESSON 182. -For Dictation. 
I. 

A man who received a dime for rescuing another from drowning, said, " Do 
you think you're worth so much, sir ? " 

II. 

" Did you give your sister her choice of apples, as I told you to do ? " asked 
Mrs. Davis of her son Roy. 

"Yes, mother," said the selfish fellow, "I told her that she might have the 
little one or none." 



LESSON 183. — Pronouns: Words used as Names for 

Everything. 

"I can help you," said Mr. Gray to little Nell; "let 
me give you something for your garden." And when she 
thanked him, he said to himself, " I shall take up some 
roses and send them to her." 

1. For whom does i" stand ? 2. Who is meant by you f 3. By 
me ? 4. By she ? 5. By him ? 6. What is meant by he f by him- 
self f by them ? by her ? 7. Is there any person for whom such 
names may not sometimes be used ? 



c 112 ° 

These words, /, my, me, ive, you, your, he, she, him, they, 
them, etc., are often needed to take the place of ordinary 
names, as when we speak about ourselves, or when we 
mention the person to whom we are speaking. They are 
called Pronouns. 

Point out the pronouns in Lesson 134, and say what words they take 
the place of. 

A pronoun is a word used in place of an ordinary name. 



LESSON 184. — Forms of Pronouns. 

The pronouns 1, ive, he, she, they are used as subjects of 
verbs. 

I. Supply I, he, we, she, or they to make sentences : — 

1. and are going to the fair. 

2. and were there last night. 

3. There were present only and . 

4. was absent, and so were . 

5. were absent, and so was . 

The pronouns me, us, him, her, them, whom are used as 
objects of verbs and of prepositions. 

II. Make sentences by filling the blanks with me, us, him, her, 
them, or whom : — 

1. Mr. Morse asked and to go. 

2. Did you ask and ■ to write ? 

3. He called , but not . 

4. This is a secret between and . 

5. The invitation is for and . 

6. For is that bought ? 8. did you give it to ? 



7. did he call ? 9. With was he going 1 



113 



or "Set." 



LESSON 185.-" Sit" 

Sit, sits, sitting, and sat apply to one who stays or rests 
somewhere. 

Set, sets, and setting are used of putting something else 
somewhere. 

Do not use one of these words when the other expresses what you 
mean. 

I. Use a form of sit or set instead of the italics : — 

9. This is a resting-room. 

10. Birds hatch their eggs by 
staying on them. 

11. Put baby on the table, and 
let him stay there. 

12. Where have you placed it ? 

13. Have you stayed here ? 

14. Be putting it in order. 



1. He is seated there. 

2. The Turk rests so. 

3. Put the cup down. 

4. The glazier put in a pane. 

5. The bird keeps still. 

6. We were seated at once. 

7. Place the chairs evenly. 

8. Let us be seated. 



II. Supply the right form of sit or set, and give your reason : — 



1. Where has he the box ? 

2. in this chair. 

3. The dove is on the eggs. 

4. He the can out daily. 

5. Who is out plants ? 

6. A bird on the bough. 



7. She is 



in the arbor. 



Must I 



so 



9. Have you 
10. Mollie — 



up all night ? 



- by the window. 

11. Toads do not on eggs. 

12. He a long time silent. 

13. I was up for you. 

14. We might have here. 



It is right to say the sun sets or the sun is setting. 



LESSON 186.-Whales and Whale-Fishing. 

I. Find out as much as you can about " Whales and their Habits " ; 
then write a composition on the subject. Or write about " Whale Fish- 

ing" and its dangers. [Turn the leaf for questions.'] 



— oll4° — 

II. The folloiuing questions are for use in one or two class-room 
talks : — 

I. Which are the largest animals in the world — elephants or 
whales ? 2. A whale as heavy as three hundred horses would weigh 
how many pounds ? 3. If seventy-five feet -long and fifteen feet 
broad, would your school-room be large enough to hold him ? 4. What 
is the color of whales ? 5. Are their eyes comparatively large or 




small ? 6. Have they warm or cold blood ? What kind have fishes ? 
Why are whales called mammals ? 7. Have whales fins like fishes ? 
How do they swim ? 8. Can they breathe under water ? 9. Is an 
animal a fish merely because he lives in water ? What about seals 
and frogs ? 

10. What keeps whales warm in ice-cold water ? 11. Of what 
other use is the thick, oily blubber of the skin? 12. How are the3 r 
able to float ? Which is lighter — oil or water ? 13. If a diver went 
as deep as whales go, what would he need to resist the water- 
pressure ? 



o 115 o 

14. What do whales feed upon ? 15. What is the object of cap- 
turing them ? 16. W T hat is got from the head of the sperm whale, 
— the kind that has huge teeth ? 17. What from the G-reenland 
whale ? How does he defend himself ? 18. What has he in place 
of teeth ? 19. W T hat is the use of the close-fringed plates of whale- 
bone standing on edge in his mouth ? 20. Of what size are the fish 
that he eats ? 21. How does he get the water out of his mouth ? 
22. For what are whale-oil and whalebone used ? 23. What is 
baleen ? 



LESSON 187. — Domestic Animals. 

First, have a talk in the class; then ivrite about "Domestic Ani- 
mals." 

1. What are wild and what are domestic animals ? 2. What 
does quadruped mean ? 3. Mention three domestic quadrupeds that 
you know about. 4. How do they compare in size ? 5. Say in 
what respects two or more of them are alike. 6. How are they 
unlike ? 7. What kind of food does each one eat ? 8. Which re- 
quires the most care ? 9. How is each one useful to man ? 10. Are 
any of them used for food ? If so, what is the flesh of each one 
called ? 

LESSON 188. — Singular Pronouns for Singular Nouns. 

1. Which of these pronouns are singular and which are plural ? — 

he they she their him them her his 

2. In the sentence — 

If any boy knows, let him raise his hand, — 

what do him and his stand for ? 3. Does " any boy " mean one or 
more than one ? 

A pronoun must be singular when it refers to a singular 
noun. 



116 



Supply suitable proyxouns here, and tell ivhat nouns they refer to : — 

1. Every girl must use own book. 

2. Let each boy do the best that — — can. 

3. Cannot one bring money with ? 

4. If a man perseveres, — — commonly succeeds. 

5. If anybody knows, must not tell. 



LESSON 189. -"Lies" or "Lays." 

Lie, lies, and lying apply to anything that reclines or 
rests or remains. 

Lay, lays, and laying are used of putting or placing 
something else. 

I. Use a form of lie or lay for each italicized word in the first 
column. Explain why the forms are right that are used in the second 
column. 



1. Please place it on the shelf. 

2. How close he puts the rails ! 

3. We shall rest in the boat. 

4. She is reclining on the sofa. 

5. More snow rests on the roof. 

6. The mason is placing bricks. 

II. Supply a form of lie or lay, and explain the meaning of the 
word that you choose : — 



7. Do not keep laying it down. 

8. Let it lie there. 

9. The rain lays the dust. 

10. She lies down every day. 

11. You must lay the child down. 

12. We'll keep you lying here. 



The ship — — s in the bay. 
Just where does it ? 



It is of no use 
The men are — 



- here, 
shingles. 

— to. 



See, our ship is - 

The steamer s at anchor. 

I shall here all night. 

8. The dog was by his side. 



9. Bo still, Bruno ! 

10. You may the sticks here. 

11. Notice where he s it 

down. 

12. This tree s where it fell. 

13. The sheep were on the 

turf. 

14. Do you see how still he s? 



117 



LESSON 190.- Fruits and Seeds. 




1. Is the fruit of a plant the same as the seed ? Give an 
example. 2. Name three fruits that have the seeds in a core. 
3. Three that have the seeds in a stone. 4. What kinds of nuts can 
you name ? 5. In which of them does the meat consist of two 
fleshy leaves ? 6. Describe what covers the shells of nuts. 7. What 
fruits have a thick skin ? 8. Name some plants that ripen their 
seeds within berries. 9. What covering has the fruit of the pea- 
vine when ripe ? 10. Of what else is the fruit a pocl ? 11. Explain 
where the seeds of some other plants are formed. 

12. What will the ovary of an apple or pear blossom finally 
become when ripe ? 13. Where should you look upon an apple to 
find the withered remains of the flower ? 14. How many cells are 



* A few short talks about these subjects would be better than a single long one, 
though all the questions are grouped together. It will be easy to show on each occasion 
different seed-vessels or fruits. Those who are learning will like to watch the germi- 
nating of seeds planted in the school-room. Beans, peas, wheat, and convolvulus 
grow easily. 



— oll8°— 

there containing seeds ? 15. Where in a blackberry should you 
look for seeds ? 16. Do you think, from looking at the cut, that 
the blackberry blossom had a single pistil and ovary, or a cluster of 
many ? 17. Where are the seeds of a strawberry ? 

18. How long will seeds live ? 19. What does the seed of a 
plant contain ? 20. What happens to a seed when it is planted ? 
21. What comes up ? What goes down ? 

Explain in writing what is shown in each figure in the illustration; 
or write a description of two or three fruits ; or describe how plants 
grow from seeds. 



LESSON 191. — Making Definitions. 

After study of the dictionary, or a talk about the meaning of these 
ivords, give a definition of each. 

tannery dairy laundry pottery store 

bakery brewery factory rope-walk shop 



LESSON 192.-" Lay" or Laid." 

Lay, the past form of lies, means reclined, rested, or 
remained. 

Laid, the past form of lays, means put, or placed. 

I. In the first column change the italicized words to lay or laid, and' 
in the second, explain why the form used is right : — 

6. I lay awake all night. 

7. The city lay along the 
river. 

8. She laid the burden down. 

9. The shawl lay on the floor. 
10. A fog lay over the bay. 



1. I put it in my trunk. 

2. He reclined all day asleep. 

3. The ship remained at the 

wharf. 

4. We stayed in port two days. 

5. We put a dime in the box. 



119 



II. Supply lay or laid, and explain the meaning of the words that 



you use : — 



It- 

VTe 

The 



unnoticed for a week. 
- it down at once. 

— on the 



sunlight 



fields. 

All the crops prostrate. 

Soon I aside my work. 



There it 



for months. 



Could he see where the road 



10. 
11. 



Ask her where she the 

book. 
They to during the 

gale. 

Old Ocean before us. 

That's what he before 



us. 



12. The scissors 
table. 



on the 



LESSON 193. — Adjectives: to show Which Ones, or How 

Many. 

That mast is broken. Six oaks have fallen. 

Those nests are empty. Some small maples remain. 

Can you solve this riddle ? All roses have thorns. 

Carry these heavy bundles. Come next Sunday. 

1. In these sentences there are four adjectives that describe: try 
to find them. 2. What does each one describe ? 3. What word 
shows lohich mast is meant ? 4. How many oaks have fallen ? 
5. Which heavy bundles are referred to ? 6. How many roses are 
meant? 7. What is this used for ? some? next? all? 

Besides adjectives that describe, there are others that 
show only which ones, or how many, are meant. 

Use these adjectives with nouns in sentences to show which ones, or 
how many, are meant: — 

three every yonder both first several each 

An adjective either describes what is named, or shows 
which ones, or how many, are meant. 



120 



LESSON 194. -A Story to Write. 

Read this story silently three times, and then try 



to write it. 



JAMIE AND THE JUG. 



Jamie was so well acquainted with things that creep, or hop, or fly, that if he 
had ever been lost in the woods he would have found plenty of good company. 
He had whole drawers full of old nests and claws and bones and dried-up 
paws. His mother hardly dared to touch his pockets lest a crab should nip her 
fingers. 

One day she sent him to a store, in the greatest haste, to have a jug filled 
and to bring it home. His uncle, too, was waiting to take Jamie in a boat to 
gather water-lilies. So, after a long, long time, it was decided to try to find the 
boy. Was he hurt, or lost, or was the jug too heavy ? Hastening along, his 
uncle soon saw the jug in the middle of a field, — and then the boy lying flat 
upon the ground. Was it a broken leg, then ? No ; for Jamie looked up and 
said : " Oh, I say ; here's a lovely beetle down in this hole ! " The jug and the 
lilies were quite forgotten. 

If it is a wise and thoughtful boy who likes to study birds and insects, and if 
it is a careless, thoughtless boy who neglects his errands and the comfort of 
those who love him, what kind of boy was Jamie ? 



LESSON 195. -"Has lain" or "Has laid." 

Lain, a form of lie, is used only with have, has, or had. 
It means reclined, rested, or remained. 

Laid, a form of lays, is used with have, has, or had, 
and with is, are, was, were, been. It means put, or placed. 

I. Substitute lain or laid where they are not used, and where they 
are used explain their meaning: — 

1. It has stayed long enough. 



2. You might have put it by. 

3. The money was laid away. 

4. Had the books lain long ? 



5. We are laid up for repairs. 

6. What can have lain in it ? 

7. It will be laid on the table. 

8. Had you laid the gun down ? 



121 



II. Supply lain or laid, and explain your choice : 



1. Has it - 

2. The hen has 

3. A brick is — 

4. No one had - 



idle long ? 
- an egg. 



in mortar. 
- on the hay. 



5. They've — 

6. It has been 

7. They have - 

8. 0, had she - 



the body down. 

— over again. 

— here ten years. 

— at anchor ? 



LESSON 196. — The Humming-Bird. 







s 



p- ft 

v 



The smallest and most brilliant of birds. — Of some kinds two or three hundred would weigh 

only a pound. 

When you have thought about humming-birds and talked the subject 
over, put your knowledge into writing. 

1. When and where have you seen a humming-bird ? 2. Have 
you ever seen one of them except on the wing ? 3. What insects 
are they sometimes mistaken for ? 4. How do they get their name ? 

5. Why is it hard to see their colors when they are at a flower ? 

6. What, besides insects, do they seem to like for food ? 7. Describe 
their bills. 8. Where is their plumage used as an ornament ? 
9. How many birds should be killed for this purpose ? 



122 



LESSON 197. -Letters to Write. 

I. Write as if to Oliver Ditson & Co., 459 Washington St., Boston, 
asking them to send to you by mail a piece of music called "Gen. 
Sherman's Grand March," arranged for the piano. Suppose it to 
cost fifty cents, for which you enclose a postal note. 

II. Write a letter as if to the Superintendent of Schools, inviting 
him to attend the public exercises at your school on Arbor Day. 
Say what kind of tree is to be planted, and something more of what 
is to be done, or what the programme is. 

III. Try writing a letter for your mother to a merchant in some 
city, asking him to send her several yards- of cloth. You would 
speak of enclosing a sample, say how it is to be sent, and how it is 
to be paid for. Sign your initials under your mother's name. 

IV. Write such an answer to either the first or the third of the 
letters outlined above as you think a business man would send. 



LESSON 198. -The Tails of Animals. 

Write the best composition that you can upon this subject, after 
having a talk in your class. 

1. Mention some animals that have long tails. 2. How does 
a squirrel's tail differ from a rabbit's ? 3. What is peculiar about 
the tail of a beaver ? 4. What animals have tails that you think 
are handsome ? 5. How do horses use their tails ? 6. What do 
you think of having them cut short ? 7. How do peacocks manage 
their tails ? 8. What animal uses its tail in climbing ? 

9. How do birds' tails help them in flying ? 10. How do fishes 
use their tails ? How do lobsters ? 11. What use do whales make 
of their tails ? 12. Which express their feelings more clearly by 
the movements of their tails, — cats or dogs ? 



123 



LESSON 199. — Thoughts from a Picture. 

I. De- 
scribe the 
scene repre- 
sented here, 
— the wa- 
ter, the sky, 
and ivhat is 
in them; the 
house, its 
shape, what 
it stands 
upon, and 
of what it 
seems to be 
built. 

II. After 
a talk about 
"Light- 
houses " 
write what 
you learn 
of them. 

Explain 
the need of 
them, how 
and where 
they are 
built, and 
by whom, 
what kind 

of lamp is used, what surrounds it, what kind of men are required 
for keepers, how they live, and how many lives are trusted to them. 
You may learn what different kinds of lighthouses there are. 




-^>124<>— 

LESSON 200. -The Use of "Got." 

1. Is there any difference in meaning between " I have ten fin- 
gers " and " I have got ten fingers " ? 2. Does the word got help the 
meaning? 3. Which is the better expression of the two? 4. Give 
a synonym for got in the following sentences. What does got mean? 

He has got his money by hard work. 
We might have got some dishes for you. 

Do not use got where it is not needed. 

Mead the following sentences without supplying got unless you think 
it is needed : — 

1. South America has very few gulfs or bays. 

2. An orphan is one who has no parents. 

3. Have you leave to go with us ? 

4. Grown persons have thirty-two teeth. 

5. How many teeth has baby this year ? 

6. Have you a knife in your pocket ? 

7. Have you all your lessons learned ? 

8. Has she her work done so soon ? 

9. She always has me to help her. 

10. What a severe cold you have ! 



LESSON 201. — Domestic Fowls. 

Answer the following questions in a talk with your class and your 
teacher, and then write about the subject from memory : — 

1. Mention in a sentence three domestic fowls that you know 
about. 2. How do they compare in size ? 3. In what respects do 
they differ ? 4. How are their young produced ? 5. Which are 
stronger — their wings or their legs ? 6. What kinds of food does 
each eat ? 7. Where do they get their food ? 8. How should you 
describe their cries or the noises they make ? 9. Where and in 
what position do they spend the night? 10. How is each useful to 
man ? 11. Which do you think is the most valuable ? Why ? 



125 



LESSON 202. -Past Forms of Verbs. 

It is said that some animals drown their prey. 
The poor fellow sank and finally droivned. 

1. Do is and drown tell what is done at the 'present time or what 
was done in the past? 2. Which do sank and drowned show? 
3. Which of the following words refer to what happened in the 
past ? What do we mean by past forms ? 



list. 



bind . . 


. bound 


grind . 


. . ground 


bring . . 


. brought 


leave . 


. . left 


buy . . 


. bought 


lose 


. . lost 


catch . . 


. caught 


teach . 


. . taught 


fight . . 


. fought 


think . 


. . . thought 



I. Use in sentences the past forms among the words in the preceding 

II. In place of the italicized words below, use their past forms : — 

1. He binds books for the public library. 

2. He brings us oranges from Sicily. 

3. They buy blankets for the Indians. 

4. Fishermen catch cod near the cape. 

5. Our countrymen fight for their rights. 

6. The miller grinds the farmers' wheat. 

7. What we can not take, we leave. 

8. The merchant loses more than he gains. 

9. Can it be that the ignorant teach the wise ? 
10. I think that the house is vacant. 



LESSON 203. — Sentence-Making. 

After a conversation-lesson or working with the dictionary, tell the 



difference between — 

a tenant and a landlord ; 
a debtor and a creditor ; 
a steamboat and a schooner 



an island and a lake ; 

the president and the governor ; 

a shade and a tint. 



— »126 





LESSON 204. — The Banana or Plantain Tree. 

1. What kinds of bananas have you seen? 2. Are those of 
different colors shaped quite alike ? 3. What is their color when 
imported? 4. How is the fruit arranged in the bunch? 5. Try 

to describe a 
single one. 6. 
Have you ever 
noticed the 
seeds ? 

7. Where 
does the ba- 
nana grow? 
8. Compare the 
plant in the 
cut with our 
native trees. 9. What are the size 
and shape of the leaves ? 10. Notice 
how they are torn along their parallel 
veins. 11. How might they be used 
in building huts ? 12. Do you see 
that the leaf -stalks run down the 
stem, making it soft and fleshy, not 
woody ? 13. Try to find out where 
the fibre called manilla is obtained. 

14. In the drooping bunch, notice 
whether the clusters of fruit stand 
erect or hang down. 15. Each fruit 
is a ripened ovary. On the ends, do 
you see where the flower petals have 
withered ? 16. And at the end of the 
bunch, under the leafy bracts, do you see where the flowers grow 
that will never become fruit ? 17. W T hen bananas are exported, 
what becomes of this flowering part ? 18. Did you know that in 
some regions, the banana, which grows wild, is the chief food of the 
people ? 



— o 127.^- 

Write about bananas as you have seen them, aud then say what you 
have learned from this lesson about where they grow, just hoiv they 
grow, and about all the uses of the plant. 



LESSON 205. -Verb Forms used with "Have, Has, Had." 

1. Put they before each, word in the first column, and read 
rapidly. Then use she. Then I. 2. Eead the second column, 



using they have ; 


she has ; I 


had. 3. ^ 


forms ? 








came 


come 




went 


gone 




fell 


fallen 




grew 


grown 




rose 


risen 



I. Make statements or questions, using first a word from one col- 
umn, then one from the other. 

II. Supply the right form in the following lines. Practise reading 
them till you can do so without hesitation. 

1. Her hair white. 6. What if it had on us ? 

2. She has old. 7. The news yesterday. 

3. The sun in a cloud. 8. You have too soon. 

4. The moon has not . 9. The snow off last week. 

5. The old wall this noon. 10. Every flake has . 



LESSON 206. -Holidays. 

Explain why the following days are Holidays or Holy Days, and say 
hoiv each one is usually kept: — 

Fourth of July ; February 22 ; Christmas ; Easter ; Arbor Day ; 
Memorial Day ; Thanksgiving ; New Year's Day. 



128 



LESSON 207.- Running and Wading Birds. 



I. Learn what you 
can about « The Os- 
trich," and give an 
account of its appear- 
ance, habits, and uses. 

1. Do you say 
that hens and ducks 
are birds ? or fowls ? 
or both? 2. Com- 
pare the feet of 
swimming with 
those of scratching 
birds. 3. The Afri- 
can ostrich is taller 
than a man, and 
fleeter than a horse. 
How do you imagine 
it is ever overtaken ? 
4. Which would you 
expect to be strong- 
er, the legs or the 
wings of running 
birds? 5. The os- 
trich's wings help 
him merely in run- 
ning. Did you ever 
think there are birds 
that cannot fly ? 6. Why do you think the ostrich is called the 
' camel ' bird ? 7. What is it hunted for ? 8. How are the feathers 
used ? 9. How do they differ from other feathers ? 10. The eggs 
are laid in warm sand, where the sun helps the hatching. What 
kind of shells must they have, since the natives make cups and 
other dishes from them ? 




Ostrich and Storks. 



129 



II. Describe all that you see in the picture, noticing especially the 
storks. Give ivhat information you can about them. 

1. What kind of legs would you expect wading birds to have ? 
2. What kind of food would they get by wading ? Storks are fond 
of rats, mice, and frogs. 3. Do you think it safe or dangerous to 
build as they do upon high towers ? 4. What is thought of the 
stork in Holland ? Give the reason. 



LESSON 208. -A Selection to Study 

TWO GIRLS. 

My mother says a girl she knows 
Whose face with love and kindness glows, 
Who carries sunshine where she goes — 
A darling human rose. 



Another girl she knows well, too, 
Who frets at all she has to do ; 
With sulky face she scowls at you, 
While anger clouds her eyes of blue. 

And all the time 'tis plain to see 
From mother's laughing face that she 
Means one of those two girls for me. — 
Now which, I wonder, can it be ? 

— A. G. Plympton in Wide Awake. 




. Study the first stanza till you get a clear idea of the girl described 
there, and try to express the idea in different words of your own. 

Then read the second stanza carefully, and in a separate para- 
graph describe the other girl. Use synonyms when you can, and 
make sure that what you say does not sound like poetry. 

Lastly, explain how many girls are really meant, and what you 
think of the one in the picture. 



— o 130° — 

LESSON 209. — Adverbs: to show How, When, or Where. 

I. Walk briskly. Speak gently. Eat slowly. 

1. Read the words that show what some one is to do. What are 

such words called ? 2. What word shows how one is to walk ? to 

speak ? 3. What does slowly show ? 4. Supply words to show how 
one may — 

skate talk stand drive wait sing 

A word that shows hoiv anything is done is called an 
Adverb. 

II. Stand there. Go yonder. Move forward. 

1. What shows where one is to stand? 2. For what is yonder 
used? and forward? 3. Put each of the following words with the 
verb of a sentence to show where : — 

down out there anywhere back below 
Adverbs also show vihere anything is done. 

III. Ask now. Never despair. Come often. 

1. Change these commands to statements. 2. Change them to 
questions. 3. Wheii is one to ask ? when to despair ? 4. What 
does often show? 5. Use the following adverbs in sentences to 
show when : — 

immediately lately seldom once ever to-day 

Adverbs may also show ivhen a thing is done. 

An adverb is a word used to show hoiv, when, or where. 

Adverbs are used not only with verbs, but also with adjectives, to 
affect their meaning. Thus : — 

She is very ill. My book is almost new. 



o 131 o— 

1. Use the following adverbs in sentences, and tell what they show : — 

yesterday there not patiently thus 

foolishly often wisely afterwards within 

2. Find adverbs in Lesson 148. Say ivith ivhat verbs they are used, 
and what they show. 



LESSON 210. -Forms of Verbs. 







Form 


with have, has, had, is 


esent Form. 


Past Form. 


am, 


are, was, were, be, been. 


break 


broke 




broken 


freeze 


froze 




frozen 


speak 


spoke 




spoken 


steal 


stole 




stolen 


weave 


wove 




woven 


write 


wrote 




written 



1. Give the forms used to show what happened last month. 
2. May these forms be used with have or is? 3. Repeat after has 
the forms that are proper to use with it; after have; are; is; icas. 

I. Fill the blanks ivith the proper forms of — 

Break : Think of having a promise. 

Freeze : Is the water this morning ? 

Break : Do you know who — — the window ? 
/Speak : She hasn't — — to me for a long time. 

Steal : I found that a thief had it. 

Weave : The wire has been into mats. 

Write : I haven't my exercise yet. 

Freeze : It seems to me that I am nearly . 

Write : My cousin to us last week. 

Steal : Were the jewels lost or ? 

II. Put the following words into sentences : — 

Written ; froze ; broke ; woven ; broken ; stole ; frozen ; spoke ; 
wove ; spoken. 



132 



LESSON 211. — The Cacao Tree and Chocolate. 

1. Think about chocolate. What color has it ? Do all kinds 
taste alike ? 2. In what shapes have you seen it ? In what differ- 
ent ways is it used ? ' 3. If you know of any other preparations that 
are at all like it, describe them, and give their names. 




I. After a talk ivith your teacher, try to give a good account of the 
manufacture of cocoa and of chocolate. The following suggestions may 
help you : — 

Central and South America and the West Indies — rich soil — 
evergreen tree — thirty feet high — flowers and fruit together — two 
harvests a year — hard pods, thick and ribbed — thirty or forty 
seeds like large, flat beans, surrounded by pulp — taken out — 
cleaned — kept warm and moist a day or two — spread to dry — 
exported — roasted very carefully — the hard shells removed — 
broken into nibs — or a part of the oil extracted and the rest ground 
into cocoa — or ground hot, with sugar and spice and vanilla, to 
make chocolate. 

II. Study the illustration carefully, and explain what every part of 
it represents. 



133 



LESSON 212. — How Animals move about. 

Answer these questions in a class talk, and then in writing : — 

1. What is a quadruped? Give several examples. 2. What is 
a biped ? Mention two. 3. What parts of a cat take the place of 
arms? 4. What are the "arms" of a bird? 5. What do we call a 
fish's "wings"? 6. How many legs has every insect? How many 
has a spider ? 7. How many have worms and caterpillars ? 8. How 
many wings has a fly ? a butterfly ? 9. What animals have no wings 
or legs or fins ? How do they move about ? 10. How many kinds of 
motion have ducks ; turtles ; men ? 11. Do you know of any animal 
that cannot swim ? 

LESSON 213. -Choice of Verb Forms. 



Present Form. 


Past Form. 


Form with have, is, are, be, etc. 


give 


gave 


given 


take 


took 


taken 


shake 


shook 


shaken 


drive 


drove 


driven 


ride 


rode 


ridden 


eat 


ate 


eaten 



1. Repeat rapidly the three forms of each word. 2. Eepeat with 
we all those that may be used after it. 3. Repeat the words in the 
third column after she has; it was; they have been; I had; what is; 
which were. 

Fill the blanks beloiv, first with the present form, then with the past 
form, and then ivith the have form, of — 

Give : Mr. Peabody freely to the poor. 

Take : The miser but never . 

Shake : How the earthquake the buildings ! 

Drive : The shepherd his sheep into the fold. 

Ride : Many a tourist a bicycle. 

Eat: The silkworms the mulberry leaves. 



134 




13o 



LESSON 214. — A Picture Described. 

I. Give a full description of the room and its furniture, as shown 
on the opposite page. 

II. Write about the children and the bird, and what you think they 
may be saying. 



LESSON 215.— Mistakes to be Avoided. 



I. Shall or ivill f In asking questions with / or we, 
say " Shall I?" or " Shall we ? " Will makes no sense. 

Fill the blanks properly, and make other sentences : — 

1. I water your horse, sir? 

2. What we give him, oats or hay ? 

II. May or can? When asking or giving permission, 
say "May If" or "You may?' "Can I?" means "Am 
I able ? " 

Fill the blanks properly, and make other sentences : — 

1. we study together ? You if you like. 

2. I close the window ? You if you . 

3. a bird fly if its wing is broken ? 

f Teach means give instruction. 

III. Learn or teach? < T . -, 7 -, 

\ Learn means get knowledge. 

Supply the proper words, and make new sentences : — 

1. Will you me to play ? 

2. I think I can easily. 

3. My mother me to sew. 

4. We cannot him new tricks. 



— o 136 o— 

IV. Ought. There is no need to put had or hadnt with 
ought. Say simply, " She ought" or " She ought not.'" 

Supply the proper words, and make new sentences : — 

1. She said we to use slang. 2. they to go back 



now ? 3. No one 



to use such words. 4. We 



to be ready. 



V. Love and like. We love our country, our homes, 
and the dearest of our friends. We like things to eat and 
to look at, and we may like to do things. 

Explain liow the following sentences should read : — 

I never to play games. Ask Nell whether she olives. 



LESSON 21 6. -Forms of Verbs. 







Form with has, was, were, 


Present Form. 


Past Form. 


been, etc. 


drink 


drank 


drunk 


sink 


sank 


sunk 


ring 


rang 


rung 


sing 


sang 


sung 


spring 


sprang 


sprung 


begin 


began 


begun 



1. Give the past forms of the words in the first column. 2. Is 
it proper to use have with these past forms ? 3. Use has with the 
words in the third column; then use was; is; will be; has been. 



Fill the blanks with the proper form of — 



Drink : We have enough. 

Sing : Have I that before ? 

Begin : Winter last Friday. 

Drink : Has she it all ? 

Ring : Has the bell yet ? 

Sing : I twice last night. 



at him. 
yet? 



Spring: Both lions - 
Begin : Has school - 

Sink : It had near shore. 

Sing : Was that correctly ? 

Drink : Had he ever wine ? 

Ring : Who the bell ? 



137 



LESSON 217. — Advertisements to Answer. 

Write a letter answering for yourself or for some other person one of 



the following advertisements : — 

WANTED. — An errand boy 
in a lawyer's office. Ap- 
ply by letter, stating age, progress 
in school, etc. Wm. A. Choate, 

593 Clark St., Chicago, Ills. 

FOUND. — A pocket-book con- 
taining money. The owner 
can have it by proving property 
and paying the cost of advertis- 
ing. Address or apply in person 
to Benjamin Wood, Hotel St. 
Cloud, Pittsburgh. 



WANTED. —A situation by 
a competent Scotch girl ; 
for either cooking or general 
house-work ; city or country. 
Good references. Address Jane 
McGregor, 1024 Vine St., Cin- 
cinnati, 0. 

TO LET. — 97 Chester Sq. A 
sunny, well-furnished front 
room, with first-class board. Ad- 
dress Mrs. L. A. Hastings. 
Boston, Sept. 20. 



LESSON 218. — A Story to be Reproduced. 

Tell and write this story in two parts, after reading it two or three 
times. 

WHAT ECHO SAID. 

Little George had never heard an echo. One day, in a meadow not far from 
a wood, he was skipping about in the merriest way. He happened to call out, 
" Hop, hop, hop," and back from the wood there came, "Hop, hop." " Who's 
there ? Come here ! " cried George. " Come here," the voice replied. Now he 
grew angry, and shouted, " You're a stupid boy " ; and out from the wood came, 
" 'Tupid boy." Then he ran in among the trees to look, but no boy could he 
find. And when he shouted, no answer came back. 



At home he told his father of a naughty boy in the wood who had hidden 
there and teased him. "Then you must have spoken unkindly first," said his 
father ; " I know that boy quite well. His name is Echo, and he repeats only 
what we say to him." Next day George shouted, " You're a good fellow " ; and 
" Good fellow," came straight back. 



138 



LESSON 219. — Prepositions: to show Relations. 

1. Take a book and a pencil. Place the pencil — 

on the book ; against the book ; beside the book ; below it ; 
in the book ; under the book ; before it ; above it ; 
over it ; behind it j upon it. 

2. Move the pencil — 

toward the book ; from the book ; over the book ; without it ; 
to the book ; around the book ; with it. 

3. How many times have you changed the position of the pencil 
with reference to the book ? 4. Mention the words that show the 
different relations of the pencil to the book. 

These words, to, on, in, hy, and the rest, are used with 
nouns or pronouns to show the relation of things to each 
other. They are called Prepositions. 

Find the prepositions in these expressions and tell between what they 
show the relation : — 

a room in a hotel money for the poor 

houses on the hill people from Europe 

trees by the river the family of the king 

In Phrases used like Adjectives. 

Such expressions as "in a hotel" are phrases, made up 
of a preposition and a noun. They may be used like 
adjectives, in describing. 

Read the adjectives and the phrases used like adjectives, and tell 
what they describe : — 

French prunes thorny bushes foreign lands 

prunes from France bushes with thorns lands over sea 

wooden boats juvenile books domestic cares 

boats of wood books for children cares at home 



— <>139^- 

In Phrases used like Adverbs. 

Such phrases may be used like adverbs to show how, 
when, or where. 

I. Point out adverbs and phrases, and tell what they show : — 

Go silently. Stand here. Return in haste. 

Go without speaking. Stand on this spot. Eeturn hastily. 

Come now. Write carefully. Start on time. 

Come at this instant. Write with care. Start promptly. 

II. Select phrases, and tell whether they are used like adjectives or 
like adverbs : — 



1. They live in the city. 

2. I like a dog with spots. 

3. Shall you journey by night? 

4. Bring cord without knots. 



5. Bats fly in the night. 

6. Step with great care. 

7. Take a sail down the river. 

8. Go through the orchard. 



III. Find phrases in Lessons 158 and 174 ; tell how they are used; 
point out the prepositions. 

Prepositions are words that shoiv relations. 



LESSON 220. — Synonyms. 

I. From the following words select the synonyms and write them 

together : — 



chide 


exact 


criminal 


limit 


design 


remote 


prudent 


dismal 


sturdy 


rebuke 


intention 


cautious 


gloomy 


accurate 


culprit 


hardy 


boundary 


farming 


agriculture 


distant 



II. Use ten of the preceding words in sentences. 

III. Change the sentences that you have written by using synonyms 
wherever possible, and tell whether the meaning is altered. 



— ol40»— 

LESSON 221. -Conjunctions: Words that Connect. 

The sun had set. The stars came out. 
Let us try joining or combining two sentences in one : — 
The sun had set, and the stars came out. 
The sun had set, but the stars came out. 
The sun had set, for the stars came out. 

Or we may add to one sentence part of another : — 

The moon appears. The stars appear. 
The moon and the stars appear. 

Connecting words like and, but, for, are called Con- 
junctions. 

I. Combine each pair of short sentences into a single longer one. 
Use as few words as possible. 

1. Summer has gone. Autumn has come. 

2. Gold is a precious metal. Silver is a precious metal. 

3. Glass is brittle. Glass is transparent. 

4. Cotton grows in Egypt. Cotton grows in India. 

5. We went hunting. We did not get anything. 

6. I know that the wind blows. I see the trees bend. 

7. Turtles live on the land. Turtles live in the water. 

Two or more short sentences written together as one, are gener- 
ally separated by commas. Between long sentences that are united 
a semicolon is often used. 

8. There is no lead in lead pencils. Lead pencils are made of 

plumbago. 

9. A tint is produced by mixing white with a color. A shade is 

made by mixing black with a color. 
10. The arteries carry the blood from the heart. The veins carry 
the blood to the heart. 



— c 141 « — 

II. C/se the following conjunctions in sentences : — 

and but or because if although 

Conjunctions are words used to connect sentences, or parts 
of sentences. 



LESSON 222. 

Thoughts from 
a Picture. 

I. Think what 
this picture means 
to you. Think how 
much more it sug- 
gests than it really 
shows. 

After describing 
completely all that 
can be seen in the 
picture, give an ex- 
planation of it, and 
write " The Life of 
a Mocking Bird," 
— his prison life 
that is past, and 
his future life — so 
free. 

II. What do you 

think of confining 
birds arid other ani- 
mals in cages ? 




Good-by, Birdie! 



142 



LESSON 223. — Insects and their Change of Form.* 

After talking about " Insect Meta- 
morphosis" write a dear and orderly 
account of it. 

First, the Larva, the destructive 
caterpillar or grub that conies from a 
tiny egg, grows fast, and sheds its 
whole skin several times. In the cut 
you can see the twelve rings of the 
body which take the place of bones, 
the six fore legs, and the fleshy feet 
behind. When ready for repose the 
larva becomes — 

Second, the Pupa, or chrysalis, 
shedding its skin in a silky cocoon. 
Some kinds live all winter without 
a cocoon. In the cut you see a pupa 
with its wings ready to unfold. At 
last there comes out — 

Third, the Perfect Insect, like the 
moth or butterfly, with head, chest, 
and body, three pairs of legs, and a 
pair or two of wings. It deposits in 
great numbers — 

II \\ I ° Willi i h " ; ' "**&$££&■' i Fourth, the Egg, which, again, be- 

1111. vM 1/11) ill- — ■-'". . ..I com es a caterpillar. 

1. Mention two kinds of useful insects. 2. Where is the feeding 
of silk-worms common ? 3. What is cochineal ? 4. What can you 
tell about the habits of ants ? 5. The habits of bees ? 6. Mention 
some insects that are harmful. 




* A few specimens of perfect insects, — butterfly, house-fly, beetle, or grasshopper, 
with some cocoons, or a naked pupa, or a caterpillar, — may easily be got, and will 
serve to make the different forms and their general structure clear enough for descrip- 
tion. Part of the talk may be about unwinding silk from the cocoons. 



143 o— 



LESSON 224.-A Fable. 

Explain what a fable is, and tell one that you know. Give this one 
in your own way. 

JUDGING BY APPEARANCES. 

A humming-bird met a butterfly. Being pleased with the butterfly's beauty 
and the glory of his wings, she proposed that they should always be friends. 
"I cannot think of it," said the butterfly, " as you once spurned me and called 
me a crawling dolt.' 1 " Impossible ! " exclaimed the humming-bird ; "I always 
had the highest respect for such beautiful creatures as you." "You may have 
now," said the butterfly ; "but when you insulted me, I was a caterpillar. So 
let me give you a piece of advice. Never insult the humble : it is rude and 
unkind; besides, they may be better than they seem." 



LESSON 225. -Verb Forms. 

1. What do present forms show ? 2. What do past forms show? 
3. Repeat the three forms of each verb. 4. Explain in sentences 
how the third form of each is nsed. 



resent Form. 


Past Form. 


Form 


with have, had^ etc. 


swear 


swore 




sworn 


tear 


tore 




torn 


wear 


wore 




worn 


swim 


swam 




swum 


ran 


ran 




ran 



I. Fill the following blanks with the proper form of — 

Swear: Both witnesses had falsely. 

Sivim : I do not know who across the river. 

Swim : Have you so far as that ? 

Wear : The poor fellow's clothes were badly 



Tear : Who this page ? It was not before. 

Bun : The brooks all dry last August. 

II. Use the following words in statements or in questions : — 
Swore, run, tore, swum, wore, worn, swam, torn, ran, sworn. 



144 



LESSON 226 —Mistakes to be Avoided. 

" This, that " ; " these, those." 

This and that are used with singular names. 
These and those are used with plural names. 

This kind ; these kinds ; that sort ; those sorts. 
Them is not to be used with any noun. 

Fill the blanks first with this or these, and then with that or 
those : — 

book house kind sort 

books houses kinds sorts 



1. kind of apples is sweet, but kind is sour. 

2. three kinds of flowers go well together. 

3. I do not like sort of pens. 

4. Books of kind should never be written. 

5. kind of carpets is made in Lowell, but kind comes 

from England. 

6. Please let me take scissors. 

"Who" or "which." 

When speaking of persons, say who or that; when 
speaking of animals, say which or that. 

Supply the proper word in the folloioing sentences : — 

1. Did you thank the person told you ? 

2. Have you ever seen a bird could talk ? 

3. Why are animals live in the Frigid Zone commonly 

white ? 

4. The gentleman welcomes the guests is the host. 

5. Some fish live in caves are eyeless. 

0. I have several pets of I am very fond. 



145 



LESSON 227. — Birds of Prey: Eagles, Vultures, Owls, etc. 



Learn as 
much as you can 
about owls, and, 
after talking 
about them, try 
to give a good de- 
scription of them 
and of their hab- 
its. Then ivrite 
the description. 

1. Mention 
several things 
on which birds 
feed. 2. What 
are birds of 
prey ? 3. Why 
are chickens 
afraid of hawks? 
4. What kind of 
claws do birds 
need in seizing 
their prey? 5. 
How do they 

carry it? 6. When asleep on a branch, what keeps an owl from 
falling off ? 7. Of what use is the hooked beak? 8. Have you seen 
a bird hang by its bill ? 

9. How is this owl's face different from that of most other birds ? 
10. Does it seem to you grave and wise? 11. Why do owls keep 
their eyes partly shut by day ? 12. What other animal sees easily 
at night ? 13. When are rats and mice most liable to be caught ? 

14. What do the tufts of feathers on this owl's head resemble ? 

15. Of what birds do we say that they sing ; chirp ; screech ; hoot ; 
scream ; caw ; gobble ; cackle ; twitter ? 




The owl 



fond of shady woods and twilight; 
and noiseless flight. 



has downy plumage 



— o 146 o — 

LESSON 228. — Interjections: Words that show Feeling. 



Oh 


pooh 


hush 


hurrah 


eh 


bang 


alas 


hello 


bow-wow 



1. Which of these words express wonder, joy, sadness, or disgnst ? 
2. Which is a question ? 3. Wliich are commands ? 4. Which imi- 
tate noises ? 5. Explain the meaning of each of the words. 

Words used alone to express feeling, or to imitate sounds, 
are interjections. 

When interjections are used with much force, an exclamation- 
mark should follow. 

Use these words with sentences that will explain their meaning : — 
Ah bah whoa ba-a-a ahoy ha-ha 



LESSON 229. — Review: The Parts of Speech. 

All the many thousands of words may be divided into 
eight kinds or Eight Parts of Speech. 

Nouns are words used as names. 

Verbs are words used to assert. 

Pronouns are words used in place of nouns as names for everything. 

Adjectives are words used to describe what is named, or to show which 

ones or how many. 
Adverbs are words used to show how, when, where, etc. 
Prepositions are words used to show relations. 
Conjunctions are words used to connect sentences, or parts of sen- 

tences. 
Interjections are words used alone to express feeling or to imitate 

sounds. 



147 



LESSON 230. — A Picture and a Proverb. 



I. Mention what 
the picture contains, 
giving a particular de- 
scription of everything 
that is shown. 

II. Write the story 
of "The Broke 7, 
Pitcher " as the pict- 
ure will suggest it. 
Try to explain how the 

proverb given there ap- 
plies, and say how ap- 
propriate these two 
would be : " There's 
no use in crying over 
spilt milk," and "It 
is never too late to 
mend." 

III. Quote and ex- 
plain some other prov- 
erbs that you know. 




LESSON 231. -A Short Debate.* 

TRIAL OF MASTER WOODCHUCK. 

Two boys had a woodchuck. Ned thought he ought to be killed. Dick was 
for setting him free. 

Ned said: "He is only a little wild beast with a nose as sharp as a rat's. 
He digs up the ground like a hog ; he would spoil a good field of clover ; and he 
steals from gardens. Besides, he spends all winter doing nothing in a hole. 



* After the debate has been well studied, the parts of Dick and Ned may be 
assigned to different pupils for oral reproduction. The whole may then be written. 



— ol48o— 

When he is on the run he has not sense enough to look back without stop- 
ping. ' ' 

Dick said : "He has to keep a sharp lookout for persons with dogs and 
guns. Usually it is an honest living that he gets : he does not mean to steal. 
Anybody walking in the woods is glad of a chance to see him and his friends, 
even if they are not as good company as chipmucks are. It is as pleasant to have 
them wild there, as it is to have wild flowers. And I think Master Woodchuck 
shows good sense, as trees do, in not trying to do much in winter. We do not 
need his fur nor his flesh. He has quite as much right to the world as we." 

Now what do you say ? 



LESSON 232. — A Selection to Study. 

The wisest child in the village school 

Was walking out' in the evening cool, 

When she spied an. owl in a tulip-tree ; 

So a civil " Good evening, sir," said she. 

But it gave her a shock (as it might give you) 

When he solemnly answered, " To wit — to who ? " 

" Why, to you, to be sure ! " said the little maid : 
"But you've made a mistake, sir, I am afraid. 
I don't know what you mean by c to wit ' 
But objective is 'whom,' I am sure of it. 
The story-books say you're a very wise fowl, 
But that was a blunder, Mr. Owl." 

— Wide Awake. 

1. Why are commas used in the fourth line ? 2. What are the 
curves in the fifth line called? 3. In the second stanza, explain 
the marks about to wit and whom. 4. Why is the hyphen used ? 
5. Give synonyms for wisest child, spied, civil, shock, solemnly, maid, 
mistake, am afraid. 6. What was the owl's blunder ? 

Write the story wholly in your own language, after trying to tell it 
to your classmates. 



149 



LESSON 233.- Dog and Squirrel Compared, 




I. Mention as many points as you can in which a dog and a squirrel 
are alike, with others in which they are unlike. Contrast the parts of 
the body and the habits of each. Then write "A Comparison" of the 
tico. 

Appearance and Parts. Habits. 



Size and Color. 

Covering : hair or fur ; use of it. 

Skin : loose and soft, or hard. 

Head and Ears : size, shape. 

Teeth : sharp-pointed and permanent, to 
tear ; or four cutters like chisels, grow- 
ing as they wear away. Grinders 
further back in the jaws. 

Paws: flat feet to walk upon, or padded 
toes with wrist and knee much above 
the ground. 

Claws : blunt or sharp, to dig, catch prey, or 
climb. 

Tail : size, shape, use. 



Wild or domestic ; 
companion for 
man. 

On ground or in trees ; 
running, walk- 
ing, jumping, 
leaping. 

Gnawing or flesh-eat- 
ing ; meat, vege- 
tables, or both, 
for food ; provis- 
ion for winter. 

Barking, growling, 
chattering. 



II. Mention some other animals that gnaw. Mention two others of 
the dog family, and say something about their habits. 



L50 



LESSON 234. — Verses to put into Prose. 

Study these lines or talk them over until you understand them well. 
Then give the story in your own words, with a separate paragraph for 
the moral at the end. Use synonyms when you can do so. 

THE CAMEL'S NOSE. 

An Arab proverb against letting bad babits begin is : " Beware of a camel's nose." 

Once in a shop a workman wrought 
With languid hand and listless thought, 
When through the open window space, 
Behold, a camel thrust his face ! 
" My nose is cold," he meekly cried ; 
" So let me warm it by thy side ! " 

Since no denying word was said, 

In came the nose, in came the head ; 

As sure as sermon follows text, 

The long and shaggy neck came next ; 

And then, as falls the threatening storm, 

In leaped the whole ungainly form. 

Aghast, the owner gazed around, 
And on the rude invader frowned, 
Convinced, as closer still he pressed, 
There was no room for such a guest; 
Yet, more astonished, heard him say, 
" If thou art troubled, go thy way ; 
For in this place I choose to stay." 

Oh, youthful hearts, to gladness born, 

Treat not this Arab lore with scorn ! 

To evil habit's earliest wile 

Lend neither ear nor glance nor smile ; 

Choke the dark fountain ere it flows, 

Nor e'en admit the camel's nose. 

— Mrs. Sigourney. 



■o 151 



LESSON 235. -The Weapons of Animals. 

1. What do you understand by the " weapons of animals " ? 
2. Why are they needed ? 3. How are they used besides in self- 
defence ? 4. How do most animals get their living ? 5. What do 
cows and deer use ? 6. What do cats use ? and dogs ? 7. What 
means of defence have horses ? 8. What weapons have birds ? 
wasps ? snakes ? fishes ? 9. How does the porcupine defy his ene- 
mies ? 10. What defence have animals like snails, which cannot 
.run away ? 11. How is it a protection to partridge chicks to be of 
the color of their nest ? 12. What is the color of tree-toads ? 
13. Of what advantage is it to a fish to be white below and dark 
above ? 



LESSON 236. — Words used in describing Leaves.* 

With the help of your teacher, select from Lessons 96 and 101 the 
figures to ivhich these words apply: — 



Petiole, the leaf stalk. 
Blade, the flat part. 
Sessile, having no stalk. 
Petiolate, with a petiole. 
Stipules, leaf-like growths at the 

base of the petiole. 
Lanceolate, spear-shaped. 
Ovate, egg-shaped. 
Linear, like a line. 
Cordiform, heart-shaped. 
Acute, sharp at the top. 
Obtuse, blunt at the top. 
Simple, with blade in one piece. 
Compound, with separate leaflets. 



Entire, with edge not divided, 

nor wavy. 
Dentate, having teeth. 
Serrate, like a saw. 
Crenate, slightly scalloped. 
Lobed, rather deeply divided. 
Venation, the skeleton lines. 
Midrib, the middle or chief rib. 
Pinnate, with branches from the 

midribs, as in a feather. 
Palmate, with veins branching 

from the base, like fingers. 
Net-veined, with veins criss-cross. 
Parallel-veined, veins parallel. 



* To the Teacher. — In many classes the use of purely scientific words would be 
out of place. But it is convenient and proper for any one to use them who has already 
learned to observe details and to report them in ordinary terms. 



152 



LESSON 237. — Some Common Abbreviations. 

Learn the meaning of the following abbreviations : — 



A.D. in the year of our Lord. 

Anon, anonymous. 

D.D. doctor of divinity. 

do. ditto ; the same. 

eg. for example. 

etc. and the rest. 

Hon. honorable. 

i.e. that is. 

Jr. junior. 

M. noon. 



M.D. doctor of medicine. 

Messrs. gentlemen. 

N.B. take notice. 

p.; pp. page; pages. 

P.M. postmaster. 

Sec. secretary. 

Sr. senior. 

Supt. superintendent. 

Treas. treasurer. 

&c. and so forth. 



In marking errors 
used : — 



in written exercises these signs may be 



C under either a small letter or a capital. — The other 

form should be used. 
s under a word. — The spelling is wrong. 
X a cross between two words. — Begin a new sentence. 
/ this line drawn through a letter or mark means that it 

is wrong. 
A the ca-ret. — Something is wanting, a letter, a word, or 

a mark, which may be written in the margin. 
' brackets enclosing words. — The words should be omitted 

in copying. 
IT or No If these signs mean begin or do not begin a new paragraph. 



153 



INDEX. 



[The numbers refer to Lessons.] 



Abbreviations — 

Of Months, etc., 33, 34. 

Of Titles, 14, 15. 

Collected, 237. 
Address on Envelopes, 49. 
Adjectives, 179, 193. 

From Proper Names, 171. 
Adverbs, 209. 
Apostrophe — 

In Contractions, 21, 57, 58, 141, 145. 

In Possessives, 24, 103, 126. 
Capitals, 3, 8. 

Cities, etc., 16. 

Days, 33. 

Initials, 9. 

Months, 34. 

Persons, 9. 

Proper Nouns or Adjectives, 166, 171. 

Quotations, 44. 

Streets, 16. 

Titles of Books, 92. 

Titles of Persons, 14. 

/and 0, 7. 
Choice of Words — 

Learn or teach, 215. 

Lie or lay, 189, 192, 195. 

Like or love, 215. 

May or can, 215. 

Shall or will, 215. 

Sit or set, 185. 

Who or which, 226. 



Comma — 

In Address, 63. 

In Series, 110, 179. 

Between Sentences, 222. 

After yes or no, 58. 
Command Sentences, 63. 
Compositions relating to Animal Life 

In general, 147. 

Birds, 168, 222. 

Camel, 181, 234. 

Coverings, 153. 

Dog, 233. 

Domestic, 187, 201. 

Humming-Bird, 196. 

Insects, 223, 224. 

Locomotion, 212. 

Ostrich, 207. 

Owl, 227, 232. 

Parrot, 127. 

Squirrel, 233. 

Stork, 207. 

Tails, 198. 

Weapons, 235. 

Whales, 186. 

Woodchuck, 231. 
Compositions relating to Plant Life — 

In general, 117. 

Banana, 204. 

Cacao, 211. 

Flowers, 176, 177. 

Fruits, 71, 190. 



j 154 



Compositions relating to Plant Life — 

Leaves, 23, 61, 96, 101, 236. 

Roots, 165. 

Seeds, 190. 

Stems, 151. 

Trees, 133, 142. 

Vegetables, 65. 

Wood, 151. 
Compositions relating to [see Letter-wri- 
ting] — 

Bird set Free, 222. 

Boat-landing, 30. 

Boy with Ship, 25. 

Bread, 139. 

Broken Pitcher, 230. 

Building, 128, 131. 

Child at Calendar, 36. 

Child at Pump, 77. 

Child on Dressing-case, 104. 

Child on Stairs, 52. 

Children in Wheelbarrow, 144. 

Children with Bird, 214. 

Children with Cart, 10. 

Climate, 164. 

Cube, 54. 

Desk, 161. 

Esquimaux, 163. 

Feeding Ducklings, 91. 

Gems, 105. 

Holidays, 206. 

Horse at Crossing, 18. 

Lighthouses, 199. 

Little Gardener, 62. 

Little Pedler, 46. 

Picnic Party, 120. 

Rain, 88, 89. 

Shoes, 129. 

Silhouette, 69. 

Slate, A, 22. 

Soap-Bubbles, 85. 

Sun, 76. 

This Book, 79. 

"Tired Out," 109. 

Umbrella, 140. 



Compositions relating to — 

United States Flag, 99. 

Watch, 35. 

Water, 138. 

Windows, 121. 

Winter in Country, 157. 
Conjunctions, 221. 
Contractions, 21, 57, 58, 102. 
Dates, 36. 
Definition-making, 64, 100, 108, 112, 162, 

191, 203. 
Dictation Exercises, 11, 17, 26, 31, 42, 55, 

60, 66, 73, 82, 98, 113, 123, 182. 
Exclamation Point, 43, 228. 
Forms of Words [see Verb Forms] — 

Aren't, 59. 

Did or done, 148. 

Doesn't or don't, 145. 

Has or have, 78, 95. 

Is or are, 38, 39. 

It is I, etc., 141. 

Plural or Possessive, 29. 

Pronoun and Antecedent, 188. 

Subject and Object, 184. 

There is or there are, 40. 

This or these, 226. 

Was or xo ere, 67, 68. 
Got, 200. 
Homonyms, 12, 20, 143. 

Their, there, etc., 72. 

Who's or whose, 111. . 
Initials, 9. 
Interjections, 228. 
Interrogation Point, 8. 
Letter-writing, 48, 49, 132, 159, 167, 197. 

Business Letters, 172, 173, 217. 

Invitations, 90. 

Models, 47, 172. 

Boy and Horse, 114. 

Girl and Kitten, 50. 

Learn or teach, 215. 

Lie or lay, 189, 192, 195. 

Like or love, 215. 
Marks for Corrections, 237. 



155 



May or can, 215. 

Memory Verses, 6, 19, 32, 53, 86, 137, 158, 

170, 178. 
Mistakes to avoid [see Forms of Words], 

130, 200, 215, 226. 
Not with no, 130. 
Nouns, 155, 166. 
Object Forms, 184. 
Ought, 215. 
Parts of Speech, 229. 

Adjectives, 171, 179, 193. 

Adverbs, 209. 

Conjunctions, 221. 

Interjections, 228. 

Nouns, 155, 166. 

Pronouns, 183, 184, 188. 

Preposition, 219. 

Verbs, 175, 180. 
Period, 3, 9, 14, 63. 
Pictures — 

Banana, 204. 

Birds and Nest, 168. 

Bird released, 222. 

Boat-landing, 27. 

Boy with Boat, 24. 

Boy and Horse, 114. 

Broken Pitcher, 230. 

Bubble-blower, 85. 

Cacao, 211. 

Camel, 181. 

Children and Bird, 214. 

Children and Cart, 9. 

Children and Wheelbarrow, 144. 

Child on Stairs, 52. 

Child at Pump, 77. 

Child on Dressing-case, 104. 

Daisy Chain, 149. 

Dog and Squirrel, 233. 

Esquimaux, 163. 

Feeding Ducklings, 91. 

Flower analysis, 177. 

Fruits, 190. 

Girl with Spoon, 5. 

Girl at Calendar, 36. 



Pictures — 

Girl writing, 50. 

Girl standing, 208. 

Horse at Crossing, 16. 

Humming-bird, 196. 

Insect Metamorphosis, 223. 

Kitten in Basket, 1. 

Leaves, 96, 101. 

Loaf of Bread, 139. 

Lighthouse, 199. 

Little Pedler, 44. 

Little Gardener, 62. 

Ostrich and Stork, 207. 

Owl, 227. 

Parrot, 127. 

Picnic Party, 120. 

Roots, 165. 

Section of Tree, 151. 

Silhouette, 69. 

Snow Scene, 157. 

"Tired out," 109. 

Trees, 133. 

Watch, 33. 

Whale, 186. 
Poetry [see Reproduction and Memory]. 
Possessives, 24, 29, 81, 103, 115, 126, 135. 
Plurals ending — 

In s, 27. 

In es, 81. 

In ies, 97. 

In ves, 118. 

Without s, 125. 
Predicate, 150. 
Prepositions, 219. 
Pronouns, 183, 184, 188. 
Proper Names, 9, 166, 171. 
Questions, 8. 
Quotations, 44, 45. 

Divided, 119. 

In Titles, 92. 
Review Lessons, 84, 229. 
Reproduction of Prose Stories — 

A Fishing Party, 41. 

Contentment, 107. 



156 



Reproduction of Prose Stories — 

Daisy Chain, 149. 

Daisy-pickers, 134. 

How to get Breakfast, 13. 

How to look at a Gift, 87. 

Idle Dennis, 83. 

Jamie and the Jug, 194. 

Judging by Appearances, 224. 

Newfoundland and Mastiff, 174. 

Patience Flower, 134. 

Puss and the Ravens, 56. 

Trial of Master Woodchuck, 231. 

Was he a Coward ? 169. 

What Echo said, 218. 

What the Bear thought, 75. 

Where God is, 28. 
Reproduction of Poetry — 

A Camel's Nose, 234. 

A Grandma, 70. 

Coasting, 146. 

Guy's Visit, 80. 

Jamie, the Gentleman, 152. 

Owl's Mistake, 232. 



Reproduction of Poetry — 

To be Guessed, 122. 

Two Girls, 208. 
Sentence-making [see Definitions], 51, 74, 

100, 203. 
Sentence, Two Parts of, 150. 
Shall or will, 215. 
Sit or set, 185. 
Statements, 1, 2, 3, 4. 
Stories [see Reproduction, and Pictures]. 
Subject, 150. 
Subject Forms, 184. 

Synonyms, 93, 94, 106, 124, 136, 156, 220. 
Talks [see Compositions]. 
This or these, 226. 
Titles of Persons, 14. 

Of Books, 92. 
Verb Forms [see Forms], 154, 160, 202, 

205, 210, 213, 216, 225. 
Verbs, 175, 180. 
Who or which, 226. 

Words to be Defined, 64, 100, 108, 112, 
162, 191, 203. 




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